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A   HISTORY   SYLLABUS 

FOR  SECONDARY  SCHOOLS 


OUTLINING  THE  FOUR  YEARS'  COURSE  IN  HISTORY 
RECOMMENDED    BY    THE    COMMITTEE    OF 
SEVEN    OF    THE    AMERICAN    HIS- 
TORICAL  ASSOCIATION 


BY 

A  SPECIAL  COMMITTEE  OF  THE  NEW   ENG- 
LAND     HISTORY     TEACHERS'     ASSOCIATION 

HERBERT   DARLING  FOSTER,    Chairman 
WALTER   HOWARD   CUSHING        ELIZABETH  KIMBALL  KENDALL 
SIDNEY   BRADSHAW   FAY  EVERETT   KIMBALL 

CHARLES   HOMER   HASKINS  BERNADOTTE   PERRIN 

ERNEST  FLAGG  HENDERSON        EDWIN  AUGUSTUS  START 
EDITH   MARION   WALKER 


BOSTON,  U.S.A. 

D.  C.  HEATH  &  CO.,  PUBLISHERS 
1904 


lb//;  L^ 


Copyright,  1901  and  1904, 
By  WALTER  H.  CUSHING. 


PREFACE 

This  syllabus  is  the  work  of  a  committee  appointed  by 
the  New  England  History  Teachers'  Association  "to  prepare 
...  a  report  on  practical  methods  of  teaching  history,  with 
such  topical  outlines,  references,  and  bibliographies  as  shall 
help  teachers  to  put  into  operation  such  suggestions  for 
reform  in  history  teaching  as  may  be  applicable  to  the  con- 
ditions in  the  secondary  schools."  After  the  outlines  had 
been  tested  by  several  teachers  with  their  classes,  the  report 
of  the  committee  was  presented  to  the  Association  in  April, 
1901.  The  general  and  special  introductions  with  ample 
illustrations  of  the  outlines  were  then  printed  and  sent  to 
all  members  as  a  preliminary  report.  After  this  had  been 
tried  in  the  schools  and  discussed  by  the  Association  at  its 
meeting  in  October,  1901,  the  report  was  approved  and 
ordered  published. 

The  original  committee  which  prepared  the  preliminary 
report  was  composed  of  six  members :  Herbert  D.  Foster,  of 
Dartmouth  College,  Chairman,  Bernadotte  Perrin  of  Yale 
University,  Elizabeth  K.  Kendall  of  Wellesley  College,  Ed- 
win A.  Start,  then  of  Tufts  College,  Ernest  F.  Henderson, 
Walter  H.  Cushing,  then  teacher  of  history  in  the  Medford 
High  School  and  now  Principal  of  the  South  Framingham 
High  School.  As  the  work  advanced,  it  was  found  desirable, 
owing  to  the  absence  in  Europe  or  the  imperative  engage- 
ments of  several  members,  to  enlist  the  cooperation  of  four 
others :  Charles  H.  Haskins  of  Harvard  University,  Sidney 
B.   Fay  of  Dartmouth  College,   Everett   Kimball  of    Smith 

£53to97 


4  Preface 

College,  and  Edith  M.  Walker  of  the  Somerville  Latin 
School. 

As  the  outlines  progressed,  they  were  tested  in  the  class 
room  by  the  three  members  of  the  committee  engaged  in 
teaching  history  in  high  schools  and  by  a  large  number  of 
other  secondary  teachers ;  they  were  also  subjected  to  the 
criticism  of  professors  of  history  in  eight  colleges.  To  more 
than  a  score  of  such  teachers  and  professors  who  have  by 
their  helpful  suggestions  aided  in  making  this  syllabus  more 
teachable  and  adequate,  we  make  grateful  acknowledgments. 

The  syllabus  covers  the  four  years'  course  in  history  for 
schools  recommended  by  the  Committee  of  Seven  of  the 
American  Historical  Association,  and  attempts  to  take  the 
next  step  by  showing  how  the  general  recommendations 
of  that  committee  may  be  carried  out  in  the  daily  work  of 
preparation  and  recitation.  Three  of  the  members  of  that 
committee  have  directly  cooperated  with  us.  Professor  Hart 
has  given  encouragement  and  counsel  from  the  start;  Pro- 
fessor Salmon  has  shared  in  the  discussions  of  the  com- 
mittee and  prepared  the  appendix  on  special  collections  for 
historical  study  in  American  libraries  (v.  p.  361);  Professor 
Haskins  has  served  as  a  member  of  our  committee  through 
the  later  stages  of  its  work. 

We  have  endeavored  to  express  the  consensus  of  opinion 
of  specialists  and  of  practical  teachers  in  secondary  schools ; 
to  furnish  the  schools  with  a  basis  for  preparation  for  college  ; 
and  give  to  such  colleges  as  desire  it,  a  basis  for  entrance 
requirements.  But,  above  all,  by  means  of  the  time  saved 
and  the  clearness  of  view  to  be  gained  through  the  employ- 
ment of  a  printed  outline  in  the  hands  of  teacher  and  pupil, 
we  have  sought  to  make  sane  methods  and  the  use  of  ade- 
quate material  practicable  in  the  ordinary  high  school. 


CONTENTS 

GENERAL  INTRODUCTION 

PAGE 

Spirit  and  purpose  of  the  syllabus 7 

The  principal  recommendations  of  the  Committee  of  Seven      .         .  10 

Method  and  use  of  the  syllabus 12 

How  to  use  the  syllabus  with  a  text- book           .         .         .         .         .  14 

Practical  suggestions  to  teachers 17 

Practical  aims  and  objects  of  instruction  in  each  course      .         .  18 

How  to  occupy  the  time  in  class .21 

Preparation  for  class  exercises    . 24 

Historical  geography  and  map  work 27 

Historical  fiction 28 

Development  of  interest  in  history     ......  29 

The  training  of  the  teacher -3° 

Method  and  arrangement  of  the  outlines  ......  30 

Books  on  the  teaching  of  history  useful  for  secondary  teachers          .  34 

PART   I 

ANCIENT  HISTORY  TO  800  A.D. 

Introduction 39 

Bibliographical  notes  and  suggestions         ......  46 

A  small  school  library  in  Ancient  History .         ,         .         .         .  57 

General  survey  of  the  field  (with  per  cent  of  exercises  for  each  section)  59 

Outline  of  Ancient  History .64 

PART   II 

MEDIEVAL  AND   MODERN   EUROPEAN   HISTORY, 
800-1900  A.D. 

Introduction .         .         .         .  117 

A  small  school  library  in  European  History,  costing  about  $25           .  129 

5 


Contents 


Select  list  of  books  referred  to  in  this  outline  and  adapted  for  a 

town  or  large  school  library 131 

General  survey  of  the  field  (with  per  cent  of  exercises  for  each  section)     142 
Outline  of  Medieval  and  Modern  European  History  .        .147 

PART   III 

ENGLISH   HISTORY  TO   1900  A.D. 

Introduction 211 

A  small  school  library  in  English  History,  costing  about  $25      .         .221 
Select  list  of  books  referred  to  in  this  outline  and  adapted  for  a 

town  or  large  school  library 223 

General  survey  of  the  field  (with  per  cent  of  exercises  for  each  section)     230 
Outline  of  English  History 232 

PART   IV 

AMERICAN   HISTORY   AND   CIVIL  GOVERNMENT 
TO  1904  A.D. 

Introduction 269 

A  small  school  library  in  American  History,  costing  about  $25  .         .     279 
Select  list  of  books  referred  to  in  this  outline  and  adapted  for  a 

town  or  large  school  library         .         .         .         .         .         .         .281 

General  survey  of  the  field  (with  per  cent  of  exercises  for  each  section)     290 
Outline  of  American  History 293 

Appendix  :    Special  collections  for   historical  study  in  American 

libraries 361 


HISTORY   SYLLABUS    FOR 
SECONDARY   SCHOOLS 


GENERAL   INTRODUCTION 

I.    SPIRIT  AND  PURPOSE  OF  THE  SYLLABUS 

Active  thought  and  experimentation  with  material 
and  methods  during  several  years  in  the  field  of  history 
teaching  have  opened  a  maze  of  possibilities  which  need 
to  be  formulated  and  organized  in  order  that  the  best 
results  of  the  experience  of  many  teachers  may  be 
made  tangible  and  brought  into  general  use  in  second- 
ary schools.  This  volume,  with  separate  pamphlets 
for  pupils,  issued  under  the  auspices  of  an  association 
of  history  teachers,  is  intended  to  meet  this  need.  It  is 
not  offered  as  a  final  word,  but  must  be  subject  to 
revision  from  time  to  time  as  new  stages  of  the  inevitable 
progress  in  history  teaching  are  attained.  Its  merit  is 
not  in  its  originality,  but  in  the  fact  that  it  gives  a 
definite  application  of  the  work  of  previous  committees 
of  this  and  other  associations,  and  in  particular  of  the 
recommendations  of  the  New  England  Associations 
of   Colleges   and   Preparatory   Schools   (1895),  of  the 

7 


S      History  Syllabus  for  Secondary  Schools 

Columbia  -Conference  of  1896,  and  of  the  Committee  of 
Seven  of  the  American  Historical  Association.  It  has 
been  prepared  with  the  cooperation  of  many  teachers. 

A  large  amount  of  valuable  work  has  been  done  by 
history  teachers  in  the  study  of  actual  conditions  and 
the  putting  forth  of  tentative  theories  and  suggestions, 
and  many  practical  results  have  been  attained.  If, 
then,  we  organize  these  results  in  a  working  plan,  shall 
we  not  be  so  much  nearer  the  attainment  of  the  benefi- 
cent purpose  contemplated  when  the  new  entrance  re- 
quirements were  first  proposed,  and  so  much  nearer  a 
sympathetic  organization  of  the  study  of  history  in  our 
schools,  not  according  to  a  rigid  system,  but  in  harmony 
with  a  comprehensible  idea,  —  namely,  the  development 
of  the  historic  understanding  in  the  young  people  who 
attend  those  schools  ? 

The  working  material  of  this  guide  is  embodied  in  a 
syllabus  for  each  of  the  four  courses  recommended  by 
the  Committee  of  Seven ;  this  syllabus  being  accom- 
panied by  some  additional  topics  for  individual  and 
more  detailed  work  by  the  pupil,  and  by  carefully 
selected  references  to  elementary,  fuller,  and  source 
materials.  This  syllabus  is  intended  to  be  used  as  an 
outline  guide  by  both  teacher  and  pupil,  and  as  a 
guide  in  the  preparation  of  examination  papers  by 
the  colleges.  It  is  hoped  that  the  colleges  will  con- 
sent to  include  in  their  questions  each  year  a  cer- 
tain number  of  the  various  topics  in  the  syllabus, 
thus  securing  for  the  schools  some  of  the  advantage 
accompanying  work  with  a  practical  incentive.  In 
the  introduction,  and  occasionally  in  the  outlines,  are 


General   Introduction  9 

practical  suggestions,  the  intent  of  which  has  been  to  put 
in  the  hands  of  each  teacher  the  tested  results  of  the 
best  experience  of  many,  and  make  specific  applications 
at  definite  points  of  the  recommendations  of  the  Com- 
mittee of  Seven  and  others.  On  the  other  hand,  it  is 
not  intended  to  prescribe  any  uniform  system  or  to 
trespass  in  any  way  upon  the  prerogatives  of  the  indi- 
vidual teacher.  We  do  not  want  uniformity  of  teach- 
ing, but  we  do  need  uniformity  of  courses  and  a 
common  policy  in  accord  with  the  best  methods  of 
our  day. 

The  object  to  be  kept  constantly  in  mind  is  the  indi- 
cation of  a  practical  course  that  will  meet  the  new  col- 
lege entrance  requirements ;  the  development  at  the 
same  time  of  courses  that  may  be  pursued  with  equal 
profit  by  the  student  who  is  not  to  have  the  advantage 
of  a  college  course ;  and  finally,  the  definite  formulation 
on  a  working  basis  of  the  fair  demands  of  the  teachers 
of  history  for  the  recognition  of  the  subject  in  the 
schools. 

Colleges  which  may  so  desire  will  be  enabled  to  refer 
teachers  and  candidates  to  the  syllabus  for  a  fuller 
statement  of  their  entrance  requirements  or  for  specific 
illustrations  of  desired  methods  and  materials.  They 
may  also  find  it  convenient  and  helpful  to  both  college 
and  school  to  base  at  least  a  part  of  the  entrance  exami- 
nation paper  on  the  sections,  topics,  sub-topics,  map 
work,  etc.,  of  the  various  outlines.  The  schools  will 
find  it  helpful,  in  addition  to  the  ordinary  use  of  the  out- 
line in  any  course,  to  make  especial  use  of  it  either  in 
reviewing  for  college  entrance  examinations,  or  in  test- 


io     History  Syllabus  for  Secondary  Schools 

ing  the  fitness  of  candidates  preparing  under  the  certifi- 
cate system.  The  syllabus  is  definitely  planned  to  meet 
also  the  needs  of  pupils  not  preparing  for  college.  It 
will  also  show  the  reasonableness  of  demands  for  ade- 
quate equipment  and  time. 


II.    THE  PRINCIPAL  RECOMMENDATIONS   OF  THE 
COMMITTEE  OF  SEVEN 

Because  of  the  weight  attaching  to  the  opinions  of 
the  authors  of  the  report  of  the  Committee  of  Seven 
of  the  American  Historical  Association,  and  the  long 
and  careful  study  given  by  them  to  the  question  of 
history  in  secondary  schools,  the  present  volume  is 
in  a  sense  an  illustration,  elucidation,  and  practical 
application  of  that  invaluable  report.  The  principal 
recommendations  which  are  accepted  and  followed  in 
this  syllabus  are  briefly  summarized  below. 

History  should  be  a  continuous  study  over  a  period 
of  four  years,  and,  except  in  rare  cases,  should  be  given 
at  least  three  periods  a  week.  "The  acceptance  of  a 
two-hour  course  in  history  for  entrance  to  college"  is 
not  approved.  For  the  four-year  course  the  following 
periods  in  the  order  here  given  are  recommended  :  — 

(i)  Ancient  History,  with  special  reference  to  Greek 
and  Roman  history,  but  including  a  short  survey  of  the 
more  ancient  nations  and  closing  about  800  a.d. 

(2)  Mediaeval  and  Modern  European  History,  from 
the  close  of  the  first  period  to  the  present  time. 

(3)  English  History. 

(4)  American  History  and  Civil  Government. 


General  Introduction  1 1 

If  only  three  years  can  be  given  to  historical  work, 
an  omission  of  one  of  the  fields  is  better  than  a  conden- 
sation of  the  whole.  If,  however,  it  is  necessary  to 
combine  two  years'  work  into  one,  the  committee  advises 
either  (i)  combine  English  and  American,  or  (2)  teach 
English  History  so  as  to  include  the  more  important 
features  of  mediaeval  and  modern  European  history. 
The  committee  cannot,  however,  strongly  recommend 
courses  covering  the  whole  field  in  less  than  four  years. 

With  reference  to  methods  of  instruction,  the  Com- 
mittee of  Seven  offers  the  following  general  sugges- 
tions :  —  . 

(1)  The  teacher  in  most  cases  should  use  a  text-book, 
as  the  topical  method  alone  will,  in  a  majority  of  cases, 
result  in  the  pupils  having  unconnected  information. 

(2)  Material  outside  the  text-book  should  be  used  in 
all  branches  and  in  all  years  of  historical  study. 

(3)  Something  in  the  way  of  written  work  should  be 
done  in  every  year,  but  teachers  should  take  care  not 
to  make  the  work  too  difficult  in  the  earlier  years. 

(4)  Written  recitations  are  helpful,  and  often  stimu- 
late a  pupil  who  is  slow  in  the  oral  part  of  the  work. 

(5)  Note-books  should  be  kept  containing  analyses 
of  the  text-book,  notes  from  talks  in  class  and  from 
private  reading,  and  analyses  of  topics  continuing 
through  a  considerable  portion  of  the  field. 

(6)  Geography  and  History  should  be  closely  con- 
nected throughout  the  course. 

Sources  should  serve  as  an  adjunct  to  a  good  text- 
book, to  be  used  as  part  of  the  collateral  reading  and  as 
a  basis  for  written  work :   but   the  so-called  "  source 


12      History  Syllabus  for  Secondary  Schools 

method "  of  teaching  is  not  approved.  In  selecting 
sources  to  vitalize  the  subject,  they  should,  in  the  first 
place,  be  of  unquestioned  authenticity ;  secondly,  should 
be,  not  so  much  documents,  as  the  more  interesting 
material  for  pupils  of  this  age,  such  as  letters,  diaries, 
travels,  etc. ;  third,  should  have  a  literary  value. 

For  admission  to  college  it  is  recommended  that  one 
unit  of  history  be  required  in  every  case ;  and  that  two, 
three,  or  four  units  be  accepted  wherever  the  plan  of 
optional  admission  subjects  will  permit.  By  "unit" 
is  meant  either  one  year  of  history  five  times  a  week, 
or  two  years  of  history  three  times  a  week.  As  tests 
of  the  candidate's  power,  it  is  suggested  that  there  be 
questions  requiring  the  grouping  of  facts  in  a  different 
form  from  that  in  the  text-book,  and  questions  involving 
some  power  of  discrimination.  Comments  on  brief, 
carefully  chosen  selections  from  simple  sources  and 
modern  works,  and  discussion  of  more  extended  pas- 
sages, are  also  recommended  as  tests  of  the  development 
of  the  pupil's  historical  sense.  Finally,  the  candidate's 
written  test  may  be  supplemented  by  the  submission  of 
work  done  in  school  and  properly  vouched  for,  and  by 
a  brief  oral  conference  with  an  examiner. 


III.  PURPOSE,  METHOD,  AND  USE  OF  THE  SYLLABUS 

The  syllabus  does  not  replace  the  text-book,  but 
presupposes  its  use.  It  does  not  attempt,  therefore,  to 
cover  all  the  facts  in  any  course  in  history,  but  to  (i) 
point  out  what  subjects  are  worthy  of  especial  study, 
(2)  indicate  in  what  connection  these  may  be  taken  up, 


General  Introduction  13 

and  (3)  give  a  few  carefully  selected  specific  topics  and 
references  for  additional  reading,  map  and  written  work, 
which  will  supplement  the  text-book,  train  pupils  in 
gathering  and  presenting  material,  and  make  some 
vital  contribution  to  the  daily  recitation. 

To  accomplish  this,  the  syllabus  for  each  course 
contains  a  general  survey  of  the  field,  or  table  of 
contents,  which  divides  the  field  into  chronological 
periods  and  logically  related  sections,  giving  within  brief 
space  a  clear  suggestion  to  both  teacher  and  pupil  of 
what  is  to  be  studied  and  permanently  retained,  and  a 
basis  for  the  pupil's  review  of  the  whole  subject  and 
for  school  and  college  entrance  examination  questions. 
The  detailed  syllabus  follows  this  general  survey.  An 
explanation  of  its  structure  is  given  at  the  end  of  this 
introduction.  The  references  are  usually  specific  for 
each  section  and  sometimes  for  each  topic,  and  when 
feasible  are  classified  as  brief,  longer,  and  sources.  They 
are  few,  and  selected  with  diligent  care  because  of  their 
real  contribution  to  the  interest  and  apprehension  of 
the  subject.  A  sufficient  variety  of  references  is  given 
to  meet  the  needs  of  the  smaller  as  well  as  the  larger 
library.  The  number  of  references  to  be  used  will  be 
at  the  discretion  of  the  teacher,  and  will  vary  with  time, 
number  of  pupils,  and  extent  of  library.  It  is  not  in- 
tended, however,  that  every  reference  should  be  read 
in  any  one  year.  It  is  always  desirable  to  recognize 
the  preferences  and  methods  of  various  teachers,  and 
of  pupils  with  varying  tastes  and  needs.  There  will 
also  be  found  topics  for  map  work  and  charts  for 
pupils;  and  subjects  for  special  maps  or  charts,  either 


14      History  Syllabus  for  Secondary  Schools 

on  blackboard,  or  outline  maps  large  enough  to  be  seen 
by  all  pupils,  thus  making  ocular  contribution  to  the 
work  of  the  class  room  {e.g.  Seceding  States,  1861. 
Colonial  Possessions  of  Philip  II,  1580). 

For  the  recitations  devoted  to  one  of  the  sections,  the 
topics  will  serve  ( 1 )  as  points  upon  which  the  pupil  will 
endeavor  to  get  information;  (2)  in  the  class  room  to 
keep  the  pupil's  mind  active  rather  than  passive,  as  he 
tries  to  gain  additional  information  from  others'  recita- 
tions and  from  reports  on  additional  reading;  (3)  for 
the  pupil's  preparation  of  daily  review;  and  (4)  as  a 
basis  for  the  teacher's  rapid  fire  of  questions  on  daily 
review.  These  topics  will  further  serve  as  material  for 
general  review  by  the  pupil,  for  questions  by  the 
teacher  at  the  end  of  the  course,  and  for  examination 
in  school  and  college. 


IV.    HOW    TO    USE    THE    SYLLABUS    WITH    A 
TEXT-BOOK 

General  Explanation.  —  The  syllabus  throughout  pre- 
supposes the  use  of  an  accurate,  modern  text-book. 
The  topics  are  selected  because  of  their  significance, 
the  stimulating  material  available,  their  adaptability  for 
getting  pupils  to  reading,  thinking,  and  writing,  "  and 
in  general  for  the  exercise  of  judgment  as  well  as  of 
memory,"  and  in  some  cases,  particularly  in  European 
history,  as  giving  an  analysis  of  the  subject.  In  Ameri- 
can history,  such  a  topic  as  "  The  Naming  of  America  " 
is  well  treated  in  both  Channing's  " Students'  History" 
and  McLaughlin's  "  History  of  the  American  Nation." 


General   Introduction  15 

Voyages  of  the  Northmen  and  early  geographical  ideas 
are  adequately  treated  in  Channing,  pp.  22-28  ;  and  the 
European  conditions  at  end  of  fifteenth  century  are  dis- 
cussed suggestively  in  McLaughlin,  pp.  6-10.  But  the 
latter  topic  is  not  treated  at  all  in  Channing,  while 
McLaughlin  gives  no  account  of  the  "  Land  and  its 
Resources."  This  illustrates  the  necessity  of  supple- 
menting even  such  excellent  text-books,  on  certain 
topics,  and  the  needlessness  of  attempting  to  insist 
in  these  outlines  on  what  is  adequately  treated  in  good 
text-books. 

The  Daily  Work.  —  For  a  given  recitation,  the  teacher 
assigns  so  much  of  the  outline  as  he  may  judge  wise, 
following,  if  he  chooses,  the  assignment  of  time  sug- 
gested in  the  General  Survey.  For  this  portion  of  the 
subject  he  assigns  to  all  pupils  pertinent  parts  of  the 
text-book,  and  to  certain  pupils  some  of  the  special 
topics  and  references  in  this  syllabus  for  additional 
reading  and  report  to  the  class.  Some  topics  are 
marked  as  for  all  the  class  {e.g.  some  map  work 
and  topics  on  civil  government),  and  should  be  so 
assigned.  Some  other  topics  teachers  may  prefer  to 
assign  to  all,  or  to  several,  pupils  for  general  discussion, 
rather  than  for  special  report  by  individual  pupils.  In 
such  matters  of  detail,  the  syllabus  undertakes  to  make 
no  prescription.  The  aim  has  been  to  present  an  out- 
line of  the  material  to  be  handled,  in  such  form  that 
teachers  may  adapt  the  management  of  it  to  the  meth- 
ods most  congenial  to  them. 

The  recitation  may  follow  the  order  suggested  in 
this  syllabus,  or  that  in  the  text-book,  in   either   case 


1 6      History  Syllabus  for  Secondary  Schools 

including  in  their  logical  place  the  especially  assigned 
topics. 

i.  If  the  syllabus  is  followed,  the  pupils  have  before 
their  eyes  a  brief  outline  of  the  subject.  Teachers  who 
prefer  a  fuller  analysis,  explaining  the  syllabus,  may 
put  one  on  the  board  in  some  such  form  as  may 
commend  itself  to  them  for  graphic  clearness  (in  some 
cases   the   syllabus  gives  a  partial  analysis):  — 

2.  If  the  text-book  or  other  order  is  followed,  it  will 
be  helpful  to  have  some  clear  plan  before  the  eyes  of 
the  pupils,  so  that  they  may  see  the  logical  relations  of 
matters  under  discussion.  Such  outline  should  include, 
not  only  text-book  work,  but  the  special  topics. 

Whatever  the  method  used,  the  essential  objects  must 
always  be  that  pupils  keep  their  bearings,  that  they 
see  what  connection  any  discussion  or  report  on  a  topic 
has  with  the  main  current  of  events  as  studied  in  the 
text-book,  and  that  they  get  some  definite  and  perma- 
nent result  from  each  topic  discussed.  This  should  be 
tested  on  review.  A  good  way  to  insure  more  satisfac- 
tory treatment  of  a  topic  is  to  assign  it  to  several,  and 
then  select  the  best  for  presentation.  It  is  not  neces- 
sary that  topics  should  always  be  written  or  formally 
presented  by  a  pupil.  If  presented,  some  " brief"  or 
set  of  headings  for  his  topics  should  be  prepared  by  the 
pupil,  and,  if  feasible,  looked  over  by  the  teacher  before 
report  is  presented  to  class. 

Where  the  number  of  pupils  is  large,  different  refer- 
ences may  be  assigned  to  different  pupils,  and  the  strik- 
ing points  or  the  differences  referred  to  in  each  brought 
out  very  briefly  by  questions  without  a  complete  report 


General   Introduction  17 

from  each  one.  It  is  not  intended  that  all  the  references 
should  be  taken.  Sometimes  teachers  should  assign, 
sometimes  allow  pupils  to  select,  the  reference.  En- 
courage the  pupil,  if  time  allows,  to  compare  and  select 
as  the  course  proceeds  and  he  gains  experience  and 
judgment.  It  is  believed  that  a  school  with  a  hundred 
recitations  for  advance  can  do  something  with  all  or 
nearly  all  the  topics.  Schools  with  less  time  must  omit 
what  seem  less  vital.  Schools  with  two  hundred  recita- 
tions will  find  ample  material  for  spending  time  profit- 
ably in  the  additional  references  and  additional  topics. 
The  syllabus  is  planned  to  meet  the  situation  in  schools 
with  varying  amounts  of  time  by  thus  providing  an 
average  amount  which  the  hurried  teacher  can  lessen, 
but  with  additional  subject  matter  for  the  better  schools. 

V.  PRACTICAL  SUGGESTIONS  TO  TEACHERS. 

In  General.  —  The  suggestions  embodied  in  this  sec- 
tion are  drawn  for  the  most  part  from  practical  experi- 
ence, but  it  is  impossible  to  prescribe  any  hard  and  fast 
rules  for  different  teachers.  When  teachers  can  find  or 
invent  better  methods,  they  should  certainly  do  so;  the 
mere  fact  that  the  teacher's  mind  is  busied  with  such 
problems  will  augur  well  for  the  success  of  the  course. 
On  one  thing  the  committee  does  wish  to  lay  stress; 
namely,  on  the  fact  that  history,  because  of  the  broad 
field  that  it  covers,  is  the  most  difficult  of  all  subjects  to 
teach,  and  that  there  is  the  greatest  need  of  special 
training  for  the  purpose.  Not  only  should  the  teacher 
be  well  equipped  in  the  beginning,  but  he  should  make 


1 8      History  Syllabus  for  Secondary  Schools 

up  his  mind  each  year  to  do  at  least  as  much  reading  as 
he  requires  of  his  classes.  He  will  soon  discover  that 
this  is  not  drudgery,  but  the  keenest  sort  of  intellectual 
enjoyment;* he  will  be  on  the  lookout  for  new  and  inter- 
esting literature,  and  his  own  progress  will  be  as  much  a 
matter  of  satisfaction  to  him  as  that  of  his  pupils.  His 
remarks  to  the  class  will  grow  freer  and  more  indepen- 
dent every  year,  and  he  will  finally  gain  that  sense  of 
proportion  and  perspective,  that  historical  judgment, 
without  which  no  one  can  be  called  a  really  good 
instructor. 

It  is  not  expected  or  desired  that  all  the  devices  here 
enumerated  should  be  applied  in  each  of  the  four  years 
of  the  school  course  in  history.  Methods  that  can  be 
pursued  with  advantage  in  the  case  of  American  History, 
and  with  boys  and  girls  seventeen  years  of  age,  need  not 
necessarily  be  applied  to  boys  and  girls  of  thirteen  who 
are  studying  Ancient  History. 

Practical  Aims  and  Objects  of  Instruction.  —  These  dif- 
fer according  to  the  branch  of  history  to  be  taught  and 
Ancient  the  age  of  the  scholar.  They  are  more  fully 
History.  set  forth  in  the  special  introductions  to  the 
outlines  for  the  several  fields.  Ancient  History,  taught 
to  boys  and  girls  from  twelve  to  fourteen  years  of  age, 
should  have  for  a  main  object  to  familiarize  them  with 
the  persons  and  events  they  are  to  meet  in  their  reading 
of  the  Greek  and  Roman  authors.  They  should  be 
taught  to  understand  the  mythology,  the  religion,  and 
the  manners  and  customs  of  the  people,  rather  than 
learn  the  names  of  consuls,  the  details  of  conflicts,  or 
the  minutiae  of  administration.     The  subject  should  not 


General   Introduction  19 

be  spoiled  for  them  by  too  much  insistence  on  method 
or  on  time-saving  devices.  Their  study  should  be  en- 
livened  by  photographs  of  architectural  and  sculptural 
remains  and  by  visits  to  museums.  Poems  may  be  read 
or  memorized. 

As  for  Mediaeval  and  Modern  History,  to  be  disposed 
of  in  three  hours  a  week  for  forty  weeks,  inclusive  of 
written  exercises,  reviews,  and  examinations,  Medieval 
what  can  you  hope  to  achieve?  Manifestly  and  Modern 
very  little  in  the  way  of  actual  definite  knowl-  lstory' 
edge.  Take  the  stirring  period  of  European  history 
from  1805  to  1807;  if  the  boy  reads  all  that  there  is 
about  it  in  one  of  the  recent  and  good  text-books  he  will 
learn  (we  quote  literally) :  "  Ulm  and  Austerlitz  forced 
Austria  to  retire.  Prussia  tried  to  take  her  place,  but 
lost  the  battle  of  Jena  and  could  not  save  Berlin.  Then 
came  the  turn  of  Russia,  which  finally  consented  to  the 
peace  of  Tilsit." 

The  fault  lies  not  so  much  with  the  text-book  as  with 
the  fact  that  you  simply  cannot,  under  the  necessary 
limitations  of  a  text-book,  give  any  image  or  picture  at 
all  of  so  large  a  period  of  history.  Where  so  much 
material  has  to  be  covered  in  so  short  a  time,  it  would 
not  be  wise  to  spend  too  much  time  on  map  and  chart 
work,  on  elaborate  analyses  or  on  written  essays.  It  is 
indeed  appalling  to  think  of  having  to  cover  so  much 
ground  in,  say,  one  hundred  and  twenty  lessons,  and 
the  teacher  must  boldly  face  the  problem  of  what  he 
hopes  to  accomplish  in  that  time.  To  know  something 
of  its  relations  to  the  history  of  antiquity  and  to  that  of 
to-day,  in  their  larger  aspects,  is  the  object  to  be  sought. 


20      History  Syllabus  for   Secondary  Schools 

When  we  come  to  the  third  course,  English  History, 
considerably  more  can  be  expected  of  a  boy.  *  He  is  fol- 
Rngiish  lowing  one  distinct  national  development,  with 
History.  plenty  of  literature  at  his  disposal  and  with  a 
certain  familiarity  that  every  one  acquires  with  the  main 
personages  and  events.  Here  the  teaching  should  be 
more  consecutive,  the  pupil  should  learn  more  about  the 
origin  of  institutions,  social  conditions,  the  diplomatic 
steps  that  led  to  wars  and  treaties,  and,  in  general, 
about  the  causes  of  events.  Fuller  use  may  now  be 
made  of  analyses,  special  reports,  charts,  tables,  etc. 

A  boy  who  has  enjoyed  these  three  years  of  careful 
historical  training  is  in  a  position  to  make  a  thorough 
American  study  of  the  history  of  his  own  country  —  a 
History.  study  advanced  and  intelligent  enough  to  be  of 
great  service  to  him,  even  though  he  never  enter  the 
doors  of  a  college.  He  will  have  learned  the  in- 
terest of  many  topics  that  would  otherwise  be  dull 
and  meaningless ;  he  will  appreciate  the  seriousness  of 
wars  and  revolutions,  and  will  have  followed  the  course 
of  striking  financial  experiments.  He  will  know  that 
Frederick  the  Great  came  through  the  Seven  Years' 
War  without  incurring  any  national  debt  and  without 
raising  the  taxes  of  his  country;  he  will  know  that 
France  within  a  period  of  nine  years  issued  forty-five 
billion  francs  of  bad  paper  money,  and  will  follow  with 
the  more  interest  any  legislation  at  home  on  the  subject. 
And,  best  of  all,  he  will  have  a  better  appreciation  as  to 
how  his  own  country  stands  comparison  with  other 
countries,  and  whether  this  or  that  crisis  has  formerly 
had  its  counterpart.     He  will  have  learned  to  think  and 


General   Introduction  2 1 

judge  soberly  and  historically,  and  always  with  a  firm 
basis  of  fact  and  a  faithful  array  of  evidence ;  what 
more  can  we  hope  for  from  school  instruction  in  his- 
tory ? 

How  to  occupy  the  Time  in  Class.  —  The  old  conven- 
tional "  hearing "  from  the  text-book  must  cease ;  the 
pupil's  mind  should  not  be  haunted  by  the  dread  that  he 
has  forgotten  some  isolated  fact  which  may,  after  all,  be 
of  very  little  importance.  A  favorite  method  for  the 
adequately  trained  teacher  is  to  occupy  a  portion  of 
each  prescribed  hour  in  furnishing  new  facts,  new  ideas, 
or  new  impressions.  This  may  be  done  by  the  teacher 
delivering  a  short  lecture  or  connecting  narrative,  which 
the  pupil  is  to  take  down  in  his  note-book,  and  for  which 
he  will  be  as  strictly  called  to  account  as  for  the  material 
in  the  text.  This  method  is  to  be  particularly  recom- 
mended in  the  case  of  Course  II  (Mediaeval  and  Modern 
History),  where  the  space  of  time  intervening  between 
two  important  events  can  thus  be  bridged  over.  The 
narrative  should  be  clear,  explicit,  and  interesting. 

This  is  a  method  universally  in  vogue  in  all  grades  of 
German  schools,  and  it  has  the  merit  of  establishing  a 
confidential  relationship  between  the  teacher  and  the 
pupil.  As  the  recommendation  may  seem  somewhat 
startling  to  many  teachers,  it  is  worth  while  to  dwell  on 
what  Miss  Lucy  Salmon,  in  her  admirable  paper  in  the 
Annual  Report  of  the  American  Historical  Association 
(1898,  p.  519),  says  about  its  actual  operation  in  Ger- 
many. "This  method,"  she  says,  "  is  in  essence  the  same 
throughout  the  course;  ...  in  the  second  part"  (she 
refers  to  those  grades  where  the  pupil  is  from  eleven  to 


22      History  Syllabus  for  Secondary  Schools 

fifteen  years  of  age)  "  it  is  pure  narration.  .  .  .  During 
the  first  of  the  hour  the  class  is  questioned  on  what  has 
been  narrated  during  the  previous  lesson ;  then  comes 
the  narration  of  fresh  material.  .  .  .  The  theory  is  that 
the  boy  learns  best  from  the  living  voice,  that  thus  his 
interest  is  aroused  and  maintained,  and  that  history  in 
this  way  becomes  to  him  a  living,  life-giving  presence." 

It  is  scarcely  necessary  to  hint  to  the  teacher  that 
these  narratives  or  lectures  should  be  enlivened  as  much 
as  possible  by  throwing  in  little  interesting  details  that 
may  not  be  important  in  themselves,  but  that  are  apt  to 
remain  fast  in  the  memory ;  that,  for  instance,  the  dying 
William  Pitt,  when  he  heard  the  news  of  Austerlitz, 
pointed  to  a  map  of  Europe,  and  said,  "  Roll  it  up,  it 
will  not  be  needed  these  ten  years";  that  Napoleon's 
coach,  when  captured  at  Waterloo,  was  found  stuffed 
with  diamonds  which  were  thrown  around  among  the 
soldiers;  that  the  polite  Charles  II  said  to  those  sur- 
rounding his  deathbed,  "  Pardon  me,  gentlemen,  for 
being  such  an  unconscionable  time  in  dying " ;  that 
Martin  Luther,  when  he  came  out  from  the  celebrated 
hearing  at  the  Diet  of  Worms,  threw  his  arms  above 
his  head,  with  shouts  of  "  I've  got  through,  I've  got 
through ! " 

As  a  further  means  of  holding  the  interest  of  the 
class,  it  is  well  to  show  them  facsimiles  of  handwriting, 
of  seals,  of  medals,  and  of  coins,  as  well  as  portraits  of 
distinguished  persons ;  not  nearly  enough  educational 
use  is  made  of  the  material  to  be  found  in  illustrated 
books  in  every  large  library.  Portraits  serve  admirably 
to  fix  the  different  personalities  in  the  mind.     A  useful 


General   Introduction  23 

occasional  variation  from  the  short  narration  or  lecture 
is  to  read  aloud,  preferably  from  some  original  source, 
and  to  intersperse  questions  regarding  matters  that  the 
pupil  may  be  supposed  to  know.  For  this  purpose  let- 
ters and  extracts  from  diaries  and  autobiographies  are 
better  than  severer  material. 

A  portion  of  each  hour  should  be  devoted  to  a  short, 
sharp  quiz,  and  it  is  not  a  bad  plan  for  the  teacher  to 
formulate  his  questions  beforehand  so  that  they  shall  be 
most  telling  and  draw  out  longer  and  better  answers. 
Those  questions  are  the  best  which  will  force  the  pupil 
to  combine  what  he  has  learned  on  previous  occasions 
and  in  other  connections.  If  you  are  dealing,  for 
instance,  with  the  quarrel  of  Philip  the  Fair  and  Boni- 
face VIII,  ask  suddenly,  "What  previous  quarrels 
between  popes  and  secular  rulers  can  you  call  to 
mind  ? " 

An  occasional  variation  of  the  quiz  might  be  to 
occupy  two  successive  periods  in  imparting  information, 
and  then  to  devote  the  whole  third  period  to  rigid  ques- 
tioning on  everything  that  has  been  gone  over  as  well 
as  on  the  required  reading.  At  least  every  four  weeks 
there  should  be  a  written  test  of  the  pupil's  knowledge ; 
but  here,  if  necessary,  the  topic  can  be  appointed  before- 
hand. It  is  of  peculiar  advantage  to  have  the  essay 
that  results  passed  upon  both  by  the  history  and  by  the 
English  department.  This  saves  time,  and  trains  the 
pupil  at  all  times  to  pick  and  choose  his  words.  At 
examination  it  is  recommended  that  the  pupil  be  re- 
quired to  comment  upon  some  passage  from  a  history  or 
an  original  source.     This  habit  of  explaining  allusions 


24      History  Syllabus  for  Secondary  Schools 

as  they  occur  conduces  to  good  scholarship,  and  for  it 
the  reading  aloud  in  class  should  furnish  excellent  prac- 
tice.    Take  a  passage   such  as  this  from  a  letter  of 

Gneisenau :  — 

"  Senlis,  June  29,  181 5. 

"The  field- marshal  orders  me  still  to  say  that  you  shall  explain 
to  the  Duke  of  Wellington  that  it  had  been  the  field-marshal's 
intention  to  execute  Bonaparte  on  the  same  spot  where  the 
Duke  of  Enghien  was  shot,  but  that  out  of  regard  for  the 
duke's  wishes  he  would  omit  the  execution." 

This  calls  for  explanation  as  to  the  occasion  of  its  being 
written,  as  to  the  part  played  by  Bliicher  and  Welling- 
ton in  the  capture,  the  murder  of  the  Duke  of  Enghien, 
and  Napoleon's  ultimate  fate. 

Preparation  for  Class  Exercises.  —  This  is  one  of  the 
most  difficult  problems  with  which  the  new  method  of 
history  teaching  has  to  cope,  but  it  can  and  must  be 
satisfactorily  solved.  The  necessary  reading  takes  a 
great  deal  of  time  and  requires  a  great  many  books. 
Time,  however,  can  be  economized  by  making  the  work 
of  one  department  serve  also  for  another.  For  instance, 
an  essay  that  has  been  systematically  worked  out  in 
history  may  very  well  be  presented  as  part  of  the  work 
in  English  language  and  marked  accordingly.  Neither 
department  will  suffer  in  the  least  by  the  process ;  in- 
deed, every  essay  on  any  concrete  subject  should  be 
worked  out  by  the  historical  method  {i.e.  properly  and 
logically  arranged  and  with  the  aid  of  all  available 
sources),  while  every  contribution  to  history  should  be 
clothed  in  proper  and  correct  language  and  made  as 
telling   and   interesting    as    possible.       Correctness    of 


General   Introduction  25 

detail   is   no   bar  to  literary  merit,  and   the  reverse  is 
equally  true. 

When  practical,  special  hours  should  be  set  aside  for 
history  preparation,  at  the  very  least  one  hour  for  each 
class  exercise ;  and  there  should  be  an  alcove  or  corner 
with  a  writing  table  and  a  case  containing  the  necessary 
books.  In  order  to  avoid  crowding,  the  same  hour  should 
be  assigned  to  not  more  than  three  or  four  pupils.  Of  the 
more  important  books  there  should  be  two  or  more  copies 
as  needed,  and  individual  pupils  should  be  encouraged 
in  every  way  to  begin  the  formation  of  little  private 
libraries  of  their  own.  Thus,  in  the  case  of  Mediaeval 
and  Modern  History,  Emerton's  "  Mediaeval  Europe," 
Seebohm's  "  Protestant  Revolution,"  and  Fyffe's  "  Mod- 
ern Europe,"  will  be  found  most  useful  possessions 
covering  nearly  the  whole  scope  of  the  course.  Where 
pupils  cannot  afford  individual  books  it  often  answers  as 
well  for  small  groups  to  purchase  in  common.  By  this 
we  do  not  mean  to  absolve  the  schools  from  the  duty  of 
furnishing  adequate  libraries ;  indifference  on  this  point 
often  wrecks  the  teacher's  best  efforts  to  introduce 
thorough  and  scientific  methods.  One  of  his  chief  aims 
is  to  instil  a  desire  to  keep  up  with  the  progress  of 
historical  investigation  ;  for  this  purpose  the  very  latest 
and  best  book  is  only  just  good  enough.  A  good  lucid 
treatment  of  a  period,  like,  for  instance,  Schouler's 
volume  on  the  Civil  War,  saves  the  pupil  many  hours  of 
puzzling  and  labor,  and  leaves  his  mind  fresh  and  eager 
for  more.  The  teacher  who  is  busy  with  the  subject 
day  after  day  can  see  how  harmful,  how  deadening  and 
dulling  to  the  intellect,  are  certain  treatments  of  a  given 


26      History  Syllabus  for  Secondary  Schools 

subject,  where  to  a  school  committee  one  book  may 
seem  as  good  as  another  and  many  books  a  reckless 
extravagance.  In  two  books  of  average  equal  merit  one 
and  the  same  topic  may  receive  very  different  treatment 
indeed.  Take  the  instance  above  cited,  where  Adams  in 
his  European  History  devotes  five  lines  and  a  half  to  all 
the  events  between  the  surrender  at  Ulm  in  1805,  and 
the  peace  of  Tilsit  in  1807.  Myers,  on  the  contrary,  in 
his  Mediaeval  and  Modern  History  devotes  three  pages 
to  these  events,  and  might  very  well  have  devoted  more, 
seeing  that  they  mark  the  culmination  of  the  glory  of 
the  greatest  subverter  of  nations  that  the  Western  world 
has  ever  seen. 

In  order  to  perceive  and  appreciate  such  differences 
in  books  as  this,  it  is  warmly  recommended  that  pupils 
take  notes  on  all  their  required  outside  reading,  and  that 
such  notes  be  in  the  form  which  will  eventually  prove 
of  the  greatest  aid  for  the  individual  in  preparation  for 
reviews  and  examinations.  These  notes  should  be 
taken  on  pages  of  students'  note-paper  with  perforated 
edges ;  they  can  then  be  fastened  in  their  proper  place 
in  the  ordinary  note-book  which  the  pupil  uses  in 
class.  This  latter  should  always  be  an  aggregation  of 
such  loose  leaves,  held  together  with  a  cover,  so  that  it 
is  possible  to  make  constant  additions  without  rewriting. 
A  good  student  will  take  great  pride  in  the  growth  of 
his  note-book,  which  thus  becomes  the  outward  and 
visible  sign  of  his  progress.  The  benefit  of  this  practice 
is  to  be  found,  not  only  in  the  actual  acquisitions,  but  in 
the  attitude  of  mind  it  requires  of  the  reader.  He  is 
always  seeking   for  something  that  will  be  of  actual 


General   Introduction  27 

definite  use  to  him,  something  that  he  can  formulate  in 
black  and  white  ;  it  is  a  constant  mental  process  of  com- 
parison and  selection.  In  this  way  he  will  learn  accuracy 
of  statement  and  power  of  arrangement,  as  well  as 
definiteness  of  expression  and  justness  of  conclusion. 

Historical  Geography  and  Map  Work.  —  To  correct  the 
present  lamentable  ignorance  of  historical  geography, 
it  is  essential  that  every  pupil  get  at  the  very  beginning 
of  each  course  a  clear  picture  of  those  physical  features 
that  form  the  permanent  framework  by  which  he  will 
later  determine  changing  political  boundaries  and  move- 
ments. There  should,  therefore,  be  constant  use  of  the 
atlas  and  wall  maps,  with  frequent  exercises  in  the  fill- 
ing in  of  outline  maps,  which  should  show  the  chief 
physical  features  so  essential  to  an  understanding  of  the 
progress  of  history.  Pupils  should  be  told  that  they 
will  be  held  responsible  in  later  exercises  for  geographi- 
cal facts  brought  out  in  the  class,  and  should  be  called 
on  in  reviews  to  go  to  the  wall  map  and  locate.  The 
practice  of  the  German  schools  is  an  excellent  one,  to 
have  atlases  or  maps  open  on  the  desk  during  every 
recitation,  that  descriptions  may  be  followed  with  the 
eye  on  the  map. 

In  their  own  map  work  pupils  should  be  trained,  not 
merely  to  read  maps  and  reproduce  them,  but  to  con- 
struct from  written  data  a  mental  geographical  picture 
and  to  fill  in  its  details  on  outline  maps.  For  example, 
from  such  data  may  be  made  maps  showing  the  nations 
revolting  from  Rome  in  the  sixteenth  century,  or  the 
presidential  elections  in  the  United  States.  Topics  and 
references  for  this  work  will  be  found  in  various  sections 


28      History  Syllabus  for  Secondary  Schools 

of  the  syllabus.  Maps,  charts,  and  drawings  may  be 
fastened  in  their  appropriate  places  in  the  note-books. 

Historical  Fiction.  —  History  rightly  studied  gives  to 
us  the  freedom  of  the  past,  making  us  feel  at  home 
in  other  countries  than  our  own.  But  to  secure  this 
result  the  student  must  have  gained  a  clear  notion  of 
how  the  men  of  bygone  ages  lived  and  felt  and  thought. 
Now,  one  of  the  greatest  difficulties  of  the  teacher  of  his- 
tory is  to  make  real  to  the  young  student  the  times  of 
which  he  is  reading.  Vividness  is  a  quality  natural  to 
few,  and  the  study  of  even  the  best  text-books  leaves 
the  student  in  uncertain  possession  of  a  few  dry  facts 
and  nothing  more.  Nor  is  the  difficulty  wholly  met  by 
carefully  directed  reading  in  the  school  library.  The 
ordinary  history  concerns  itself  with  politics  rather  than 
with  society.  Even  if  occasional  chapters  are  devoted 
to  customs  and  manners,  these  are  generally  so  badly 
written  that  they  no  more  reveal  the  life  of  the  past 
than  does  the  index  show  the  spirit  of  the  book. 

Here  is  the  place  of  historical  fiction.  Literature  of 
this  class  is  well  fitted  to  deal  with  the  social  aspects 
of  past  times,  with  the  picturesque  or  familiar  details  of 
life  and  manners ;  and  the  late  Professor  Allen  went  so 
far  as  to  declare  that  its  work  was  "  hardly  inferior 
in  value,  if  well  done,  to  that  of  genuine  history."  It 
is  true  that  historical  fiction  has  its  limitations.  When  it 
passes  from  a  delineation  of  society  to  that  of  actual 
events  and  real  personages,  there  is,  to  quote  again 
from  Professor  Allen,  "  not  merely  a  probability,  but 
almost  a  certainty,  that  history  will  be  falsified."  It  is 
doubtless  true  that  if  a  real  enthusiasm  for  history  can 


General   Introduction  29 

be  awakened,  it  may  be  trusted  to  work  itself  clear  from 
error  as  it  goes  on.  Nevertheless,  it  is  easier  to  learn 
than  to  unlearn,  and  hence  the  most  desirable  work  of 
historical  fiction  is  one  that  deals  with  conditions  of  the 
past  rather  than  with  the  career  of  some  historical  per- 
sonage or  the  details  of  some  great  event.  With  this 
caution  in  mind  the  student  may  wisely  be  urged  to  give 
historical  fiction  a  place  in  his  voluntary  reading,  supple- 
menting, but  not  supplanting,  text-book  and  history.  In 
this  way  his  interest  is  stimulated  and  his  impressions 
are  deepened,  and  at  the  same  time  he  gains  a  truthful 
background  against  which  history  unrolls  itself  with 
force  and  vividness. 

Concluding  Remarks.  —  History  has  so  recently  become 
a  separate  recognized  branch  of  study  that  it  may  not  be 
out  of  place  to  urge  the  teacher  to  inculcate  a  love  and 
enthusiasm  for  it  in  every  way.  One  establishes  a  new 
interest  that  will  last  a  lifetime.  Attention  should  be 
called  to  literature  of  every  kind  that  bears  upon  the 
subject,  to  new  biographies,  and  even  to  historical  novels 
as  they  appear.  Visits  should  be  arranged  to  museums 
and  to  public  libraries ;  every  kind  of  illustrated  mate- 
rial should  be  called  into  play,  facsimiles  of  handwriting, 
of  coins,  of  medals,  of  seals,  shown  to  the  class.  Pupils 
should  be  encouraged  to  talk  and  to  ask  questions,  so 
long  as  they  are  not  irrelevant,  and  where  possible  per- 
sons who  are  doing  important  historical  work  should  be 
asked  to  address  the  class  on  their  own  particular  sub- 
ject. It  is  often  a  pleasure  even  for  a  hard-worked  man 
to  deliver  addresses  of  this  kind.  And  care  should  be 
taken   to   increase  the  library  in  every  possible  way. 


30      History  Syllabus  for  Secondary  Schools 

Frank  appeals  to  local  and  school  authorities,  and  clear 
and  definite  explanation  of  needs,  will  bring  a  response 
more  often  than  the  teachers  in  their  present  pessimistic 
attitude  would  expect.  Arrangements  can  be  made  with 
public  libraries  to  loan  those  books  that  would  be  needed 
for  a  circumscribed  period,  or  to  place  them  on  reserved 
shelves  in  their  own  reading  rooms.  In  fact,  interest  in 
this  matter  as  a  means  of  education  once  aroused,  the 
committee  feels  sure  that  only  in  the  most  benighted 
places  will  books  of  the  right  kind  be  lacking. 

The  first  and  last  word  must  be  an  insistence  on  the 
proper  kind  of  training  for  the  teacher  himself.  The 
standards  of  the  day  require  something  far  above  ordi- 
nary culture ;  nor  is  there  any  lack  of  opportunities. 
Those  who  cannot  spare  a  whole  year  from  their  school 
work  should  at  least  attend  the  summer  sessions  at  Har- 
vard, Columbia,  Cornell,  Dartmouth,  or  some  other  col- 
lege. A  portion  of  each  summer  should  be  spent  in 
preparation  for  the  work  of  the  ensuing  year.  Thus 
and  thus  only  can  a  teacher  of  history  be  true  to  his 
high  calling ;  thus  and  thus  only  will  he  be  following 
Dr.  Arnold's  recommendation  to  his  fellow  teachers  to 
draw  from  fresh  water  and  not  from  a  mud  puddle. 

VI.    METHOD  AND  ARRANGEMENT  OF  THE  OUTLINES 

In  the  preparation  of  this  syllabus  it  was  early  seen 
that  each  field  had  special  demands  of  its  own  which 
must  be  recognized,  and  if  duly  recognized  no  such 
uniformity  of  treatment  as  had  at  first  been  contem- 
plated could  be  secured. 


General  Introduction  31 

In  the  outlines  for  Ancient  History  the  enormous 
fields  of  Oriental,  Greek,  Roman,  and  early  Mediaeval 
History  had  to  be  covered.  Here  the  main  aim  of  the 
general  survey  must  be  to  unify  the  student's  concep- 
tions of  these  four  grand  divisions  of  history,  and  show 
how  Oriental,  Greek,  Roman,  and  Mediaeval  histories 
united  at  last  in  one  and  the  same  great  stream  of  Euro- 
pean History.  In  the  topical  heads  under  the  more  com- 
prehensive sections  and  general  groups  the  periods  and 
processes  of  juncture  must  be  emphasized.  There  are 
excellent  historical  text-books  of  Eastern,  Grecian,  Ro- 
man, and  early  Mediaeval  History.  The  outlines  must 
show  how  to  use  all  these  together  and  not  separately, 
—  how  to  blend  them. 

In  Mediaeval  History  proper,  on  the  contrary,  the 
makers  of  the  outlines  found  no  satisfactory  text-books 
at  command.  The  outlines,  therefore,  were  constructed 
on  a  different  principle,  and  were  adapted  for  use  under 
a  different  method  of  teaching.  This  principle  and  this 
method  had  to  be  more  fully  elaborated  in  directions  and 
suggestions  to  teachers. 

In  English  History  again,  and  in  American  History, 
the  subject  matter  itself  demanded  a  distinctive  method 
of  survey,  though  here  ample  and  excellent  text-books 
allowed  much  more  condensation  and  precision  of  treat- 
ment, and  more  wealth  of  suggestion  for  supplementary 
and  individual  work  when  desired. 

Again,  the  different  periods  in  the  school,  when,  ac- 
cording to  the  recommendations  of  the  Committee  of 
Seven,  these  four  fields  of  history  are  to  be  studied, 
rendered  different  treatments  in  outline  absolutely  neces- 


32      History  Syllabus  for  Secondary  Schools 

sary.  Ancient  History  is  to  be  studied  in  the  earliest 
high  school  year.  The  picturesque  and  narrative  fea- 
tures in  Ancient  History  must  therefore  predominate 
here,  to  the  comparative  exclusion  of  the  philosophical 
and  institutional  features  of  ancient  life.  Mediaeval 
History,  with  its  enormous  ranges  and  difficult  clews, 
must  be  made  clear  to  second-year  pupils,  while  English 
and  American  History  are  to  be  taught,  not  only  to  ma- 
tured pupils,  but  to  pupils  trained  and  informed  by  the 
two  earlier  courses,  and  already  usually  more  familiar 
with  the  field. 

Under  these  circumstances,  all  outward  uniformity  of 
treatment  in  the  outlines  had  to  be  abandoned,  though 
it  is  hoped  the  long  and  searching  discussions  which 
have  attended  the  work  on  the  syllabus  will  secure  a 
higher  unity  in  spirit  and  aim. 

Of  course,  if  the  four  fields  are  studied  in  a  different 
chronological  sequence  from  that  recommended  by  the 
Committee  of  Seven,  the  particular  outlines  used  for 
any  given  period  can  be  reconstructed  by  the  teacher 
along  the  lines  suggested  by  those  for  any  other  body 
of  outlines  better  adapted  to  the  age  and  acquisitions  of 
the  pupils  taking  any  course  out  of  the  chronological 
order  originally  contemplated. 

The  outlines  will,  therefore,  discourage,  rather  than 
encourage,  the  belief  that  all  history  must  be  taught 
according  to  some  fixed  method.  Any  period  of  history 
may  be  taught  by  any  method  according  to  the  demands 
of  the  particular  school  and  teacher. 

This  does  not  mean,  of  course,  that  the  Committee  of 
Six  is  not,  in  the  main,  in  harmony  with  the  recommen- 


General   Introduction  33 

dations  of  the  Committee  of  Seven.  It  is,  and  hopes 
that  the  sequence  of  study  adopted  as  the  basis  for 
these  outlines  may  ultimately  become  general  in  our 
schools.  But  at  present  the  outlines  must  and  may 
serve  a  wide  range  of  varying  needs. 

But  while  the  treatment  of  the  four  fields  varies  in 
details,  the  general  plan  of  notation  and  arrangement 
is  uniform.  In  the  teachers'  edition  of  the  syllabus, 
each  outline  is  prefaced  by  a  brief  discussion  of  the 
characteristics  of  the  field  with  which  it  deals,  and  re- 
marks upon  possible  modes  of  treatment ;  a  section  in 
which  books  and  other  aids  especially  helpful  to  the 
teacher  for  personal  study  or  class  work  are  noted  and 
commented  upon ;  and  a  commentary  on  the  groups 
or  periods  into  which  the  outline  is  divided,  their  special 
characteristics  and  their  relations  to  each  other.  A 
general  survey  of  these  groups  precedes  each  outline, 
as  a  table  of  contents,  and  the  proportion  of  class  exer- 
cises to  be  assigned  for  each  group  is  indicated  in 
percentages.  Thus,  for  schools  having  one  hundred 
exercises  for  advance  work,  five  per  cent,  would  indi- 
cate five  exercises  ;  schools  having  two  hundred  exer- 
cises could  allow  ten ;  and  teachers  in  schools  with 
varying  numbers  can  easily  estimate  the  proportion 
practicable  for  them. 

The  outlines  of  the  syllabus  are  divided  into  groups 
or  periods,  indicated  by  black-faced  type  and  Roman 
numerals ;  sections,  indicated  by  capitals  and  small  cap- 
itals, with  Arabic  numerals ;  topics,  which  are  lettered 
with  small  Italic  letters ;  and  in  some  cases,  where  fur- 
ther analysis  is  desirable,  sub-topics,  marked  by  small 


34     History  Syllabus  for  Secondary  Schools 

Arabic  figures  in  parentheses.  The  references,  indi- 
cated as  brief,  longer,  and  sources,  follow  each  section, 
and  in  some  cases,  where  specific  references  seem  to  be 
desirable,  they  are  given  in  connection  with  each  topic. 
Citations  are  made  by  a  brief  title,  as  Creighton,  Papacy, 
large  Roman  numerals  for  the  volume,  small  Roman  for 
the  chapter,  and  Arabic  for  pages,  as :  V,  iii,  27-42. 
Where  called  for,  topics  for  map  work,  with  references 
for  finding  the  necessary  data,  are  next  given. 

There  are  provided,  in  connection  with  many  of  the 
sections,  in  addition  to  the  regular  topics,  additional 
topics  for  advanced,  essay,  or  individual  work  in  classes 
where  there  is  time  and  ability  for  this. 

The  arrangement  thus  adopted  makes  it  easy  for  teacher 
and  pupil  to  obtain  a  conspectus  of  the  year's  work,  and 
the  relation  of  its  parts,  and  a  carefully  worked  out  ex- 
ample of  constructive  analysis  of  historical  subjects  will 
be  at  hand  when  the  teacher  wishes  to  instruct  the  pupil 
in  that  kind  of  work.  At  points  of  contact  between  the 
different  fields,  the  connection  is  indicated  by  the  out- 
lines and  the  references,  and  the  growing  unity  of  the 
world's  history  is  thus  shown.  A  striking  example  of 
such  contact  is  the  period  of  the  Seven  Years'  War. 

A  Selected  List  of  Books  on  the  Teaching  of  History,  useful  for 
Teachers  in  the  Secondary  Schools 

1.  The  Report  of  the  Committee  of  Seven  to  the  American  His- 

torical Association,,  in  the  latter's  Annual  Report  for  1898. 
Also  published  under  the  title  of  The  Study  of  History  in 
Schools.     N.Y.,  Macmillan,  1899.     50  cents.     Indispensable. 

2.  Historical   Sources  in  Schools,  by  a  Select  Committee  of  the 

New  England  History  Teachers'  Association.     N.Y.,  Mac- 


General   Introduction  35 

millan,  1902.  50  cents.  A  careful  work  of  great  usefulness, 
giving  sanely  the  consensus  of  practical  teachers  as  to  use  of 
sources,  and  very  valuable  bibliographies  and  references. 

3.  Bourne,  H.  E.,  The  Teaching  of  History  and  Civics  in  the 

Elementary  and  Secondary  Schools.  N.Y.,  Longmans,  1902. 
|I.50. 

4.  Channing,  E.,  and  Hart,  A.  B.,  Guide  to  the  Study  of  Ameri- 

can History.  Boston,  Ginn,  1896.  $2.00.  Of  great  prac- 
tical value,  and  indispensable  to  the  teacher  of  the  subject. 

5.  Harrison,  F.,  The  Meaning  of  History,  and  Other  Essays. 

London,  Macmillan,  1894.    Cheaper  edition,  N.Y.,  1900.  $1.75. 

6.  Hinsdale,  B.  A.,  How  to  Study  and  Teach  History,  with  Par- 

ticular Reference  to  the  History  of  the  United  States.  N.Y., 
Appleton,  1894.     $1.50. 

7.  Langlois,  C.  V.,  and  Seignobos,  M.  J.  C,  Introduction  to  the 

Study  of  History.  N.Y.,  Holt,  1898.  $2.25.  "Best  brief 
treatise  on  methods  of  historical  investigation.''''  Useful  for 
advanced  students. 

8.  Larned,  J.  N.,  Editor.     The  Literature  of  American  History : 

A  Bibliographical  Guide,  in  which  the  scope,  character,  and 
comparative  worth  of  books  in  selected  lists  are  set  forth  in 
brief  notes  by  critics  of  authority.  Boston,  published  for 
the  American  Library  Association  by  Houghton  and  Mifflin, 
1902.  $6.00.  Of  marked  value  both  for  school  and  general 
use,  and  should  be  in  every  public  library.  Supplement  pre- 
senting publications  for  1900-1901. 

9.  Mace,  W.  H.,  Method  in  History,  for  Teachers  and  Students. 

Boston,  Ginn,  1898.  $1.10. 
10.  The  American  Historical  Review.  N.Y.,  Macmillan.  Quar- 
terly, $4.00  a  year.  Free  to  members  of  the  American  His- 
torical Association,  together  with  the  annual  reports  of  the 
Association.  "Any  person  approved  by  the  Executive  Council 
may  become  a  member  by  paying  .  .  .  annual  fee  of  three 
dollars."  Its  book  reviews  and  notes  furnish  the  best  means 
of  keeping  abreast  of  current  publications  on  history. 

For  a  very  full  list  see  the  Annual  Report  of  the  American 
Historical  Association  for  1899,  V°L  h  PP-  561-828. 


PART    I 
ANCIENT    HISTORY 


ANCIENT    HISTORY 

To   8oO   A.D. 


INTRODUCTION 

The  course  in  Ancient  History  from  earliest  times 
down  to  Charlemagne,  as  outlined  by  the  Committee  of 
Seven,  seems  at  first  thought  too  extensive  and  difficult 
for  the  first  year  of  secondary  schools.  But  if  certain 
essentials  are  singled  out  for  accomplishment  in  this 
course,  and  temptations  to  spend  time  on  fascinating 
non-essentials  are  vigorously  withstood,  the  enormous 
field  may  be  satisfactorily  and  helpfully  covered  in  spite 
of  its  great  difficulties. 

To  begin  with,  this  course  must  be  kept  strictly  distinct 
from  the  old  course  in  Ancient  History  so  long  required 
for  entrance  to  college,  on  which  some  college  en- 
trance papers  are  still  based.  That  course  was  almost 
wholly  supplementary  to  the  study  of  the  Greek  and 
Latin  authors  read  in  school  and  college.  It  naturally 
emphasized  the  earlier  periods  of  classical  history,  and 
the  periods  when  great  authors  lived  and  wrote,  or,  at 
any  rate,  the  periods  about  which  great  authors  wrote. 
Proportion  and  perspective  were  determined  by  literary 
considerations,  and  not  by  the  processes  of  historical 
evolution.  This  was  perfectly  natural  as  long  as  the 
course  consisted  of  a  few  lessons  in  a  distinctively  Greek 

39 


40  Ancient  History 

history  of  small  dimensions  and  limited  horizon,  fol- 
lowed by  a  few  more  lessons  in  a  distinctively  Roman 
history  of  equal  scope,  all  snatched  from  a  crowded 
programme  of  studies  —  deemed  more  important — in  the 
attempt  to  prepare  students  for  college  entrance  require- 
ments, and  given  by  teachers  of  the  classics  with  no 
special  training  in  historical  methods  or  principles. 
Restricted  fields  of  classical  literature  were  thus  pro- 
vided with  appropriate  historical  setting. 

The  new  course  in  Ancient  History  is  to  be  given  by 
and  for  itself,  before  the  reading  of  Caesar  and  the  study 
of  elementary  Greek.  It  is  designed  to  lay  a  broad  and 
sure  foundation  on  which  the  teacher  of  the  classics  in 
after  years  may  add  superstructure  and  detail.  It  will 
be  of  immense  service  to  the  teacher  of  the  classics,  in 
supplying  the  student  who  begins  the  study  of  the  clas- 
sics, not  with  detailed  historical  knowledge,  but  with 
foundation  and  framework  whereon  to  adjust  the  his- 
torical details  as  he  collects  them  in  his  reading.  And 
above  all,  the  old  separation  of  Greek  and  Roman  his- 
tory, as  though  they  were  not  parts  of  one  great  pro- 
cess, will  be  in  some  measure  prevented,  and  a  new  idea 
of  the  continuity  of  history  and  the  progress  of  human 
culture  will  be  implanted  in  the  student  at  the  outset,  to 
gain  in  vividness  and  significance  with  each  additional 
year  of  study  and  maturity.  The  great  processes  of 
history  will  be  first  impressed  on  the  student's  mind, 
and  then  the  literary  expressions  along  with  the  other 
important  products  of  those  processes.  Literature  as 
well  as  empire  is  a  resultant. 

The  unity  and  continuity  of  Ancient  History  may  be 


Introduction  41 

impressed  on  a  very  young  mind  even,  when  it  is  shown 
how  races  of  the  North  and  races  of  the  South  have 
been  contending  with  each  other,  from  Sargon  to 
Charlemagne,  for  the  treasures  lying  between  them 
in  the  Tigris-Euphrates  river- valleys  or  the  Mediter- 
ranean basin ;  and  how  the  arts  and  sciences  of  men, 
originating  in  the  deltas  of  the  Euphrates  and  the  Nile, 
were  blended  during  this  long  contest,  and  transmitted 
successively  to  Hellenes,  Romans,  and  Teutons,  —  from 
Babylon  to  Athens,  Rome,  and  Aachen.  The  great 
Persian  wars  of  the  fifth  century  B.C.,  the  Punic  wars  of 
the  third,  and  the  Mohammedan  wars  of  the  eighth  cen- 
tury a.d.  can  be  clearly  shown  to  be  successive  phases 
of  the  same  long  contest. 

When  the  present  Committee  was  appointed,  in  the 
spring  of  1900,  no  one  of  the  four  one-year  courses 
recommended  by  the  Committee  of  Seven,  unless  per- 
haps that  in  Mediaeval  and  Modern  European  History, 
was  so  difficult  of  adoption  in  the  schools  as  the  course 
in  Ancient  History.  There  were  many  good  text-books 
in  Greek  History  and  in  Roman  History ;  while  for 
Oriental  History  as  a  prelude  to  Greek  History,  and  for 
early  Mediaeval  History  as  a  sequel  to  the  history  of  the 
Roman  Empire,  the  teacher  could  make  good  text-book 
provision.  But  there  was  no  good  text-book  treating 
the  immense  tract  of  history  assigned  to  this  course  as  a 
unit,  —  as  one  and  the  same  story,  to  which  perspective, 
proportion,  and  climax  could  be  given.  Hence  the  work 
of  this  Committee  was  thought  to  lie  along  the  lines 
indicated  on  page  31  of  its  preliminary  report  (page  31 
of  the  General  Introduction  to  this  syllabus). 


42  Ancient  History 

Since  the  appearance  of  this  preliminary  report,  how- 
ever, the  situation  has  been  completely  changed  by  the 
publication  of  three  excellent  manuals  expressly  de- 
signed to  meet  the  recommendations  of  the  Committee  of 
Seven  for  Ancient  History.  West's  "  Ancient  History  " 
(Boston,  Allyn  &  Bacon),  Botsford's  "  Ancient  History  for 
Beginners"  (New  York,  The  Macmillan  Co.),  and  Wolf- 
son's  "Essentials  in  Ancient  History"  (New  York,  Amer- 
ican Book  Co.),  all  appeared  during  the  year  1902. }  All 
are  good ;  each  has  marked  excellencies  of  its  own  ; 
and  a  class  provided  with  any  one  of  them  and  working 
under  a  teacher  provided  with  all  three,  would  be  richly 
equipped  —  so  far  as  text-books  for  the  first-year  course 
in  Ancient  History  are  concerned  —  for  trying  what 
many  still  regard  as  a  doubtful  experiment.  Many  are 
still  sceptical  as  to  the  possibility  of  teaching  success- 
fully to  secondary  school  pupils  of  from  twelve  to  four- 
teen years  of  age,  in  one  year's  time,  even  the  leading 
incidents  of  so  vast  and  varied  a  sweep  of  historical  life, 
much  less  the  underlying  and  unifying  principles  of  that 
life,  or  the  changing  aspects  of  culture  and  society. 
Pupils  of  that  age  and  mental  development,  it  is  said, 
can  be  interested  in  personal  detail  and  vivid  incident, 
or  in  myth  and  legend  of  high  literary  form,  when  they 
have  no  capacity  to  grasp  the  deeper  relations  and 
meanings  of   history. 

This  is  doubtless  true  of  many,  but  can  hardly  be 
true  of  all,  or  even  of  the  majority,  of  such  pupils.     In 

1  Since  the  above  was  put  in  type,  Myers's  Ancient  History  (Boston, 
Ginn  &  Co.,  1904)  has  appeared  in  a  new  edition,  which  likewise  seeks  to 
follow  the  recommendations  of  the  Committee  of  Seven. 


Introduction  43 

spite  of  philosophical  text-books  and  elaborate  topical 
analyses,  there  will  still  be  many  teachers  who  feel 
compelled  to  interest  the  youngest  pupils  in  our  second- 
ary schools,  when  they  take  up  the  study  of  Ancient 
History,  first  of  all  in  certain  great  military  struggles, 
like  the  battle  of  Salamis,  for  Greek  History,  and  the 
Second  Punic  War,  for  Roman  History.  From  these 
crucial  struggles,  with  their  fascinating  personalities, 
the  young  pupil  can  more  easily  be  conducted  back- 
ward and  forward  along  the  lines  of  historical  develop- 
ment, until,  possibly  not  till  later  years,  but  often  and 
profitably  during  the  latter  part  of  the-  first  year,  he  is 
led  to  group  the  details  of  ancient  history  with  which 
he  has  become  familiar  under  some  large  and  compre- 
hensive scheme  which  shall  bring  home  to  him  the 
essential  unity  of  the  vast  field,  and  show  him  the  logic 
of  chronology.  This  is  largely  a  matter  of  method,  and 
the  methods  of  good  teachers  are  independent  of  text- 
books and  syllabus. 

But  whenever  and  wherever  teacher  and  pupil  are 
ready  to  unify  their  conceptions  of  Ancient  History,  it 
is  hoped  that  the  following  syllabus  will  be  helpful. 
And  even  in  the  initial  stages  of  instruction  with  the 
youngest  pupils  it  will  be  of  assistance  in  suggesting 
the  special  episodes  and  tracts  of  history  to  be  first 
explored,  before  familiar  features  are  grouped  together, 
as  they  soon  should  be,  into  one  logically  connected 
whole.  The  General  Survey  of  the  Field  which  is  here 
submitted,  in  case  the  detailed  syllabus  is  beyond  the 
reach  of  the  youngest  pupils,  may  be  used  with  any 
text-book  of  ancient  history  to  bring  into  logical  and 


44  Ancient   History    . 

chronological  sequence  events,  institutions,  or  forms  of 
culture  and  life  which  may  at  first  have  been  selected 
more  or  less  at  random,  for  their  power  to  attract,  inter- 
est, and  educate  the  most  immature  pupils.  It  may  be 
found  wiser,  with  some  pupils  and  some  classes,  to 
work  back  gradually  to  Sargon  of  Agade  by  way 
of  Themistocles,  Xerxes,  Cyrus  the  Great,  and  Nebu- 
chadnezzar, than  to  begin  at  once  with  the  shadowy 
personalities  of  the  earliest  civilizations.  But  a  glance 
at  the  General  Survey  will  show  at  once  the  historical 
relations  between  Themistocles  and  Sargon. 

A  series  of  bibliographical  notes  and  suggestions  ac- 
companies the  syllabus,  although  the  three  manuals  of 
Ancient  History  referred  to  above  abound  in  such  notes 
and  suggestions.  The  abundance  is  indeed  so  great 
that  guiding  hints  may  be  welcome  to  the  teacher ;  and, 
so  emphatically  true  is  it  in  these  days  that  "of  the 
making  of  many  books  there  is  no  end,"  certain  new 
and  excellent  books  which  have  appeared  since  the  pub- 
lication of  the  three  manuals  can  in  this  way  be  brought 
to  the  teacher's  notice. 

There  is  danger,  after  all,  that  many  pupils  and  some 
teachers  will  become  confused  by  the  wealth  of  reading 
in  history  recommended  to  them,  and  fail  to  become 
thoroughly  acquainted  with  the  main  road.  Examiners, 
teachers,  and  thoughtful  students  must  insist  more  and 
more  on  accurate  and  intelligent  acquaintance  with  the 
main  facts  and  principles  of  history,  leaving  it  to  later 
and  maturer  years  to  supply  illustrative  and  ornamental 
details. 

It  is  to  be  hoped  that  before  very  long  all  colleges 


Introduction  45 

will  set  entrance  examination  papers  based  on  such  a 
general  course  in  Ancient  History  as  is  here  outlined, 
and  that  no  more  special  acquaintance  with  distinctively 
Greek  and  Roman  history  will  be  demanded,  even  of 
classical  students,  than  this  course  naturally  supplies. 
The  old  style  of  entrance  examination  papers  may,  how- 
ever,, still  be  set  for  such  pupils  as  present  the  usual 
Greek  and  Latin  authors,  and  have  pursued  the  study 
of  Greek  and  Roman  history  mainly  in  connection  with, 
and  as  supplementary  to,  such  authors. 

By  the  use  of  smaller  type,  this  syllabus  has  been  so 
constructed  as  to  be  easily  adaptable  to  the  needs  of 
beginners  in  the  first  year  of  the  High  School  or  Acad- 
emy, or  of  pupils  in  later  years  preparing  for  college. 
Topics  and  references  printed  in  fine  type  are  not  in- 
tended for  first-year  pupils,  but  for  advanced  pupils  and 
candidates  preparing  for  college  entrance  requirements. 

The  "  Additional  Topics  "  may  be  used  to  some  extent 
by  first-year  pupils  (where  the  course  has  adequate 
time);  but  they  are  particularly  adapted  to  more  ad- 
vanced pupils,  and  for  work  in  connection  with  the 
Classics  and  English.  In  the  latter  work  they  may 
often  be  used  to  advantage  as  subjects  for  essays. 
Many  of  these  additional  topics  will  prove  useful  for 
pupils  preparing  for  college. 

For  suggestions  regarding  the  use  of  Sources  and  for 
further  references  to  them,  the  teacher  is  referred  to  the 
report  on  "  Historical  Sources  in  Schools  "  prepared  by  a 
committee  of  the  New  England  History  Teachers'  Asso- 
ciation (Macmillan,  1902). 


46  Ancient  History 


BIBLIOGRAPHICAL  NOTES   AND 
SUGGESTIONS 

General  Observations.  —  On  the  relative  time  to  be  given  to  differ- 
ent periods  in  the  General  Survey,  there  will  be  wide  divergence  of 
opinion.  It  is  to  be  hoped  that  no  teacher  will  be  obliged  to  cover 
the  whole  ground  in  so  few  as  one  hundred  exercises.  Two  hun- 
dred would  be  none  too  many,  and  this  number  can  be  had  in  a 
course  of  five  hours  per  week  extending  through  a  school  year  of 
forty  weeks,  or,  in  a  course  of  three  hours  per  week  extending 
through  two  school  years  of  thirty-three  or  thirty-four  weeks  each. 
For  intermediate  numbers,  the  proper  proportion  can  be  readily  esti- 
mated for  the  different  periods  from  per  cents  in  the  General  Survey 
below,  and  change  of  emphasis  can  easily"  be  secured.  The  period 
which  most  sorely  needs  more  time  and  emphasis  in  the  scheme  as 
submitted  is  doubtless  that  of  the  later  Roman  Empire,  Periods  XI 
and  XII.  The  lack  of  time  here  may  be  remedied  for  those  who 
continue  in  Mediaeval  and  Modern  European  History,  by  a  review 
of  the  Transition  Period.  See  the  first  four  sections  of  the  Outline 
of  European  History. 

Notes  on  Section  1.  Introduction.  —  Much  of  this  is  still  debata- 
ble ground,  and  neither  teacher  nor  pupil  should  expect  to  get  any- 
thing more  than  a  convenient  working  hypothesis.  The  history  of 
those  peoples  is  most  valuable  who  have  progressed  most  themselves, 
and  most  helped  their  successors  to  progress.  Our  attention  may 
therefore  be  restricted  to  those  peoples  who  have  contributed  to 
the  stream  of  culture  which  we  call  European. 

Any  classification  of  races  will  be  more  or  less  arbitrary ;  a  con- 
venient one  is  into :  Black  (Africa)  ;  Yellow  and  Brown  (eastern 
Asia);  Red  (America);  and  White  (western  Asia  and  Europe). 
The  Caucasian,  or  White  race,  though  probably  composed  of  mixed 
races,  from  earliest  times  falls  into  two  families,  or  groups  of  asso- 
ciated rather  than  kindred  peoples,  which  may  conveniently  be  called 
Aryans  and  Semites. 

Generally  speaking,  the  earliest  known  homes  of  the  Aryan  peo- 


Bibliographical  47 

pies  are  in  the  vast  regions  of  Europe  and  Asia  lying  to  the  north 
of  the  Danube  River  and  the  Black  and  Caspian  seas ;  those  of  the 
Semites  are  in  the  vast  Arabian  peninsula.  The  Aryans  are  con- 
stantly pressing  southward,  the  Semites  northward,  in  contention 
for  the  more  attractive  regions  lying  between  them,  —  regions  of  the 
earliest  known  wealth  and  culture.  In  this  struggle  of  the  earlier 
peoples  to  maintain  their  wealth  and  culture,  and  of  the  intruding 
peoples  to  appropriate  that  wealth  and  culture,  the  earliest  civiliza- 
tions at  the  mouth  of  the  Euphrates  and  the  Nile  are  assimilated, 
blended,  and  then  diffused  from  East  to  West,  from  the  Euphrates 
to  the  Rhine.  The  progress  of  culture  and  political  power  is  from 
the  East  to  the  peninsula  of  Asia  Minor ;  then  to  the  Hellenic,  or 
Greek  peninsula ;  then  to  the  Italian  peninsula ;  then  to  the  Ger- 
manic states  of  central  and  western  Europe. 

Ancient  History  falls  naturally,  therefore,  into  (a)  an  Oriental  pe- 
riod, when  the  culture  which  arose  in  the  Tigris-Euphrates  and  the 
Nile  valleys  is  swayed  by  an  eastern  power ;  (d)  a  Classical  period, 
when  this  culture  is  dominated  and  advanced  by  political  power 
having  its  seat  first  in  the  Greek  and  afterward  in  the  Italian  penin- 
sula; and  (c)  a  Germanic  period,  when  the  control  and  further 
development  of  this  culture  passes  into  the  hands  of  the  Germanic 
peoples  of  central  and  western  Europe. 

Bibliography  for  Section  i.  Introduction.  —  After  the  abundance 
of  material  cited  in  the  three  manuals,  a  few  references  only  need  be 
given  here,  for  the  sake  of  emphasizing  specially  helpful  works 
or  excellent  works  which  have  appeared  since  the  manuals  were 
edited.  Hoernes's  Primitive  Man,  and  Haberlandt's  Ethnology,  in 
the  "Temple  Primer"  series  (London,  Dent  &  Co.,  1900),  are  excel- 
lent pocket  manuals.  Bourne's  Teaching  of  History  and  Civics,  in 
the  American  Teacher's  Series  (N.Y.,  Longmans,  1902),  is  an  in- 
dispensable companion  for  the  teacher,  and  supersedes  much  older 
literature.  Chapters  i  and  v,  on  "  The  Meaning  of  History  "  and 
"  The  Value  of  History,"  are  specially  helpful  for  this  section. 

Notes  on  Section  2.  Egypt.  —  Mariettas  Outlines  of  Ancient 
Egyptian  History  (translated  and  edited  by  Mary  Brodrick,  N.Y., 
Scribner,  1892),  and  Maspero's  Life  in  Ancient  Egypt  and  Assyria 
(N.Y.,  Appleton,  1892),  are  recent  and  excellent  small  manuals. 


48  Ancient  History 

Petrie's  History  of  Egypt  (2  vols.,  i2mo,  N.Y.,  Scribner,  1896) 
is  an  invaluable  and  authoritative  collection  of  original  source- 
material,  profusely  illustrated.  Amelia  B.  Edwards's  Pharaohs,  Fel- 
lahs, and  Explorers  (N.Y.,  Harper,  1891),  and  Sir  Alfred  Milner's 
England  in  Egypt  (London,  Guildford,  7th  ed.,  1899),  are  helpful  for 
modern  conditions.  Budge's  History  of  Egypt  from  the  neolithic 
period  to  the  death  of  Cleopatra  (8  vols.,  Oxford,  1902)  is  the  latest 
comprehensive  work. 

Notes  on  Section  3.  The  Tigris-Euphrates  Valley.  —  Myers's  East- 
ern Nations  and  Greece  (also  bound  with  Roman  History  in  one 
volume  as  Ancient  History,  Boston,  Ginn  &  Co.)  treats  the  three 
states  and  their  cultures  separately,  and  with  greater  detail,  than 
either  West,  Botsford,  or  Wolfson  could  allow  themselves. 

Goodspeed's  History  of  the  Babylonians  and  Assyrians  (Histor- 
ical Series  for  Bible  Students,  N.Y.,  Scribner,  1902),  and  Sayce's 
Babylonians  and  Assyrians  (Semitic  Series,  N.Y.,  Scribner,  1899), 
and  Hommel's  Civilization  of  the  East  ("Temple  Primer"  series, 
London,  Dent  &  Co.,  1900),  are  new  and  excellent  small  popular 
manuals. 

Rogers's  History  of  Babylonia  and  Assyria  (2  vols.,  8vo,  N.Y., 
Eaton  and  Mains,  1901,  2d  ed.)  is  the  latest  and  best  authoritative 
compilation,  with  full  history  of  modern  excavations. 

Monumental  and  costly  illustrated  popular  works  are  Maspero's 
Dawn  of  Civilization,  Struggle  of  the  Nations,  and  Passing  of  the 
Empires  (3  vols.,  large  8vo,  N.Y.,  Appleton,  1 894-1 900).  An  old 
standard  work  of  monumental  character  is  Duncker's  History  of 
Antiquity  (Evelyn  Abbott's  translation  from  the  German,  6  vols., 
8vo,  London,  Bentley,  1 877-1 882). 

Notes  on  Sections  4  and  5,  Syria ;  and  6,  Media  and  Persia.  —  For 
the  physical  geography  and  earliest  inhabitants  of  Syria,  Paton's 
Early  History  of  Syria  and  Palestine  (Semitic  Series,  N.Y.,  Scrib- 
ner, 1 901)  is  the  best  recent  small  manual. 

On  the  vexed  question  of  the  "  Hittites  "  and  their  "  forgotten  em- 
pire," the  fairest  statement  of  the  latest  knowledge  may  be  found  in 
the  monumental  work  of  McCurdy,  History,  Prophecy,  and  the 
Monuments  (2  vols.,  8vo,  London  and  N.Y.,  Macmillan,  1894),  I, 
pp.  190-205. 


Bibliographical  49 

For  the  Hebrews,  Myers's  Eastern  Nations  and  Greece,  pp.  107- 
119,  gives  an  excellent  survey  of  political  history;  Hosmer's  Story 
of  the  Jews  (Story  of  the  Nations  Series,  N.Y.,  Putnam,  1886)  con- 
tains also  Jewish  history  since  the  dispersion,  and  is  written  in 
sympathetic  and  attractive  style;  Kent's  History  of  the  Hebrew 
People  (Vol.  I,  The  United  Kingdom  ;  Vol.  II,  The  Divided  King- 
dom. Historical  Series  for  Bible  Students,  N.Y.,  Scribner,  1896, 
1897),  and  Kent  and  Riggs's  History  of  the  Jewish  People  (Vol.  Ill 
of  the  same  series,  The  Babylonian,  Persian,  and  Greek  Periods, 
and  Vol.  IV,  The  Maccabean  and  Roman  Period,  1899,  1900),  are 
convenient  and  lucid  small  manuals.  McCurdy's  great  work,  re- 
ferred to  just  above,  is  the  best  extended  treatment  of  the  subject. 

On  the  Phoenicians  (section  4),  Rawlinson's  Story  of  Phoenicia 
(Story  of  the  Nations  Series,  N.Y.,  Putnam,  1889)  is  excellent  and 
authoritative  for  longer  reading  than  the  manuals  afford,  and  Mc- 
Curdy,  History,  Prophecy,  and  the  Monuments,  I,  pp.  42-47,  gives 
a  discriminating  statement  of  the  political  principles  of  the  Phoeni- 
cians as  compared  with  other  Semites. 

The  Lydians  (section  7)  receive  rather  stepmotherly  treatment  in 
the  three  manuals.  Myers's  Eastern  Nations  and  Greece,  pp.  128- 
132,  at  least  devotes  a  short  separate  chapter  to  the  subject. 

Hommel's  Civilization  of  the  East  (see  Notes  on  3),  Chs.  vii  and 
viii,  gives  excellent  condensation  and  arrangement  of  material  for 
this  section,  and  Wheeler's  Alexander  the  Great  (Heroes  of  the 
Nations  Series,  N.Y.,  Putnam,  1900),  Ch.  xii,  is  a  peculiarly  vig- 
orous and  graphic  survey  of  the  civilization  and  resources  of  the 
Persian  Empire  under  Darius.  Maspero's  Passing  of  the  Empires 
(see  Notes  on  3),  pp.  323-328  and  Chs.  v  and  vi,  gives  admirable 
extended  reading  on  the  subject.  For  longer  reading  on  Phoenicia, 
see  Sayce,  Ancient  Empires  of  the  East  (N.Y.,  Scribner,  1884),  or 
Maspero's  Passing  of  the  Empires  (see  references  on  section  3), 
pp.  323-342,  and  Ch.  v.  Herodotus  (Rawlinson's  translation),  Bk. 
I,  Chs.  6-94,  shows  what  impressions  this  people  made  on  the  lively 
fancies  of  the  Greeks. 

Notes  on  Periods  II-VII.  Greece. —On  the  standard  histories 
of  Greece  in  English,  see  Mahaffy,  Problems  in  Greek  History,  Chs. 
i-v;  Freeman,  Historical  Essays,  II,  pp.  164-178. 


50  Ancient  History 

Thirlwall's  History  of  Greece  is  the  best  of  the  older  and  larger 
histories,  and  is  complete  to  the  Roman  conquest ;  indeed,  is  most 
valuable  for  the  periods  following  the  ascendency  of  Macedon 
(American  ed.  in  2  vols.,  N.Y.,  Harper,  i860). 

Grote's  monumental  work  is  less  impartial  and  accurate  than 
Thirlwall,  and  holds  a  brief  for  Athenian  democracy ;  but  it  is  still 
unsurpassed  in  many  portions,  always  presents  the  literary  evidence 
fully,  and  often  has  great  literary  power.  It  ceases  to  be  so  valuable 
when  it  treats  the  career  of  Alexander,  with  whose  period  it  closes 
(4th  English  ed.  in  10  vols.,  London,  Murray,  1872.  American  ed. 
pub.  by  Harper.     Also  various  cheap  editions). 

Curtius's  History  of  Greece  is  especially  strong  in  its  appreciation 
of  the  artistic  genius  of  the  Greeks  in  all  the  forms  of  expression, 
but  it  is  often  visionary  and  does  not  include  that  most  important 
period  of  Greek  history  which  follows  Philip  of  Macedon  (Ward's 
translation  from  the  German,  5  vols.,  Scribner,  1871-1874). 

Among  the  later  and  larger  histories  of  Greece,  Evelyn  Abbott's 
(as  yet  only  three  volumes  have  appeared,  bringing  the  subject  down 
to  the  Fall  of  the  Thirty  Tyrants)  contains  the  results  of  the  latest 
and  best  scholarship  arranged  with  sound  and  independent  judg- 
ment (N.Y.,  Putnam,  1888-1900). 

Holm's  masterly  work  is  now  translated  from  the  German  in  four 
volumes  (N.Y.,  Macmillan,  1 894-1 898),  and  is  the  best  general  and 
complete  history  of  Greece  in  any  language,  bringing  the  subject 
down  to  the  Roman  imperial  period,  and  exhibiting  the  sources  fully 
and  critically  in  appendices  to  the  several  chapters.  Both  Abbott 
and  Holm  contain  the  results  of  that  careful  criticism  of  sources 
which  distinguishes  the  best  historical  study  of  recent  years. 

The  best  recent  history  of  Greece  in  a  single  volume  is  that  of 
Bury  (N.Y.,  Macmillan,  1900).  It  is  intended  for  general  use,  and 
is  not  therefore  hampered  by  the  restrictions  of  a  school  manual. 
It  is  attractively  written,  advanced  and  often  daringly  radical  in  its 
views,  freely  and  helpfully  illustrated.  It  closes,  however,  with  the 
conquests  of  Alexander.  A  new  and  somewhat  enlarged  and  revised 
edition  in  two  volumes  is  also  published  (N.Y.,  Macmillan,  1902). 

Harrison's  Story  of  Greece  (Story  of  the  Nations  Series,  N.Y., 
Putnam,  1888)  is  based  on  the  Greek  historians,  as  far  as  possible, 


Bibliographical  5 1 


avoiding  modern  criticisms  and  speculations,  and  is  a  vivid,  dramatic 
narrative  of  the  chief  events  down  to  the  battle  of  Chaeroneia  (338 
B.C.)  as  the  Greeks  themselves  understood  them. 

Recent  manuals  of  Greek  history  for  school  use,  of  varying 
methods  and  excellencies,  and  often  supplementing  each  other  de- 
sirably, are,  in  the  order  of  their  publication,  Oman's  (Longmans, 
1891),  Myers's  (Ginn  &  Co.,  1895),  Brownson's  (Smith's  Smaller 
History  of  Greece  revised,  Harper,  1897),  Botsford's  (Macmillan, 
1901),  and  Morey's  (American  Book  Co.,  1903).  Botsford  is  par- 
ticularly helpful  in  its  incorporation  of  illustrative  Greek  literature, 
its  lists  of  ancient  sources  and  modern  authorities,  its  specimens  of 
outlines  and  topical  surveys,  and  its  chronological  table. 

An  excellent  and  authoritative  pocket  manual  of  Greek  history, 
embodying  the  results  of  the  most  recent  and  advanced  scholarship, 
is  that  of  Swoboda,  in  the  "  Temple  Primer  "  series,  translated  from 
the  German  (London,  Bent  &  Co.,  1900).  This  gives  full  notices 
of  the  ancient  sources. 

For  study  of  the  ancient  sources,  then,  Holm,  Botsford,  and 
Swoboda  are  most  helpful  of  the  works  now  mentioned  which  are 
devoted  especially  to  Greek  history.  The  three  manuals  of  Ancient 
History,  however,  by  West,  Botsford,  and  Wolfson,  which  these  out- 
lines are  designed  to  accompany,  all  incorporate  more  or  less  ex- 
tended notices  of  and  extracts  from  the  ancient  sources.  The 
report  of  a  special  committee  of  the  New  England  History  Teachers' 
Association  on  Historical  Sources  in  Schools  (N.Y.,  Macmillan, 
1902),  and  especially  Part  II,  on  Ancient  History,  will  be  found 
helpful  in  this  connection.  Fling's  European  History  Studies, 
Vol.  I,  Greek  and  Roman  Civilization  (Ains worth  &  Co.,  Chicago), 
present  excellent  source  materials. 

In  the  matters  of  bibliography,  additional  topics  to  stimulate 
reflection,  further  study,  search  or  even  "  research  "  on  the  part  of  the 
pupil,  suggestions  for  geographical  study  and  map  work,  etc.,  etc., 
the  three  manuals  of  Ancient  History  mentioned  above,  and  also 
Botsford's  History  of  Greece,  Goodrich's  Topics  on  Greek  and 
Roman  History  (N.Y.,  Macmillan,  1901),  and  Bourne's  Teaching  of 
History  and  Civics,  Chs.  xi-xiv,  will  all  be  found  of  great  service  to 
teachers  and  enterprising  pupils. 


52  Ancient  History 

It  has  not  been  thought  necessary  or  advisable  to  make  references 
in  the  Syllabus  to  all  available  manuals.  Many  are  out  of  date  and 
are  wholly  superseded  by  successors,  and  many  lack  authority.  It  is 
hardly  worth  while  to  read  the  same  story  over  and  over  again  in 
slightly  varying  phraseology.  The  best  apparatus  to  accompany  the 
school  manual  is  really  not  extensive.  Swoboda's  primer,  Bury's 
single-volume  history  (in  spite  of  all  its  daring),  and  Holm's  four- 
volume  history,  are  all  authoritative  in  their  way,  fresh  and  original 
in  their  treatment,  and  ample  in  their  scope. 

As  companion  volumes  of  moderate  size,  recent  appearance,  and 
authority  for  the  study  of  Greek  mythology,  literature,  art,  political 
institutions,  and  private  life,  the  following  manuals  may  be  men- 
tioned:  Steuding,  Greek  and  Roman  Mythology  ("Temple  Primer " 
series,  London,  Dent  &  Co.,  1901)  ;  Fowler,  History  of  Ancient 
Greek  Literature  (N.Y.,  Appleton,  1903)  ;  Tarbell,  History  of  Greek 
Art  (N.Y.,  Macmillan)  ;  Greenidge,  Greek  Constitutional  History 
(N.Y.,  Macmillan,  1895);  Gulick,  Life  of  the  Ancient  Greeks  (N.Y., 
Appleton,  1903)  ;  Jebb,  Greek  Literature  (Primer,  American  Book 
Co.)  ;  Mahaffy,  Old  Greek  Life  (Primer,  American  Book  Co.)  ; 
Gardner,  Ancient  Athens  (N.Y.,  Macmillan,  1902). 

Sanborn's  Classical  Atlas  (Boston,  Benjamin  H.  Sanborn  &  Co., 
1902)  is  a  recent  and  excellent  addition  to  our  school  apparatus. 

Notes  on  Period  VII.  Empire  of  Alexander.  —  Brief  Readings: 
West,  pp.  214-224,  has  little  incident  and  anecdote,  but  is  specially 
good  on  the  results  of  Alexander's  work,  defending  and  exalting  his 
motives  and  character ;  Botsford,  pp.  233-240,  is  less  analytical  and 
philosophical,  and  gives  more  incident,  with  a  marked  tendency  to 
depreciate  Alexander's  motives  and  character;  Wolfson,  pp.  205- 
215,  has  a  well  sustained  and  even  narrative  of  Alexander's  career, 
holding  a  safe  middle  course  in  the  estimate  of  motives  and  character ; 
Swoboda,  pp.  129-139,  is  a  more  colorless  but  minutely  detailed 
account  of  Alexander's  achievements. 

Longer  Readings  :  Any  one  of  the  special  school  manuals  of  Greek 
History  (p.  51)  ;  Mahaffy's  Survey  of  Greek  Civilization  (Mead- 
ville,  Pa.,  Flood  &  Vincent,  1896,  new  ed,,  N.  Y.,  Macmillan,  1899)  ; 
Wheeler's  Alexander  the  Great  (Heroes  of  the  Nations  Series,  N.Y., 
Putnam,  1900). 


Bibliographical  5  3 

Extended  Readings :  Bury's  and  the  larger  histories  of  Greece 
(p.  50)  ;  Freeman's  Alexander  (a  review  of  Grote's  last  volume),  in 
Historical  Essays,  Vol.  II ;  Hogarth's  Philip  and  Alexander  of 
Macedon  (N.Y.,  Scribner,  1897)  ;  Dodge's  Alexander  the  Great 
(Great  Captains  Series,  Boston,  Houghton,  Mifflin  &  Co.,  1890), 
from  the  standpoint  of  the  student  of  military  history. 

For  the  Graeco-Oriental  world  of  Alexander,  and  Hellenistic  Cul- 
ture, Holm's  fourth  volume  is  indispensable  for  extended  reading. 

Sources :  Except  in  the  case  of  inscriptions,  the  contemporary 
accounts  of  Alexander's  career  —  such  as  the  history  of  Callisthenes, 
the  memoirs  of  Ptolemy  and  Aristobulus,  the  letters  of  Alexander 
himself,  and  the  journals  of  his  court  —  are  preserved  for  us  only  as 
later  writers  have  used  them  and  given  them  to  us.  Most  careful  in 
his  selection  of  authorities  is  Arrian,  in  his  Anabasis  of  Alexander 
(a  literary  imitation  of  Xenophon's  Anabasis),  and  Indice  (both  in 
Chinnock's  translation,  Bohn's  Library,  London,  Bell,  1893).  Far 
more  voluminous  in  his  citations,  and  on  the  whole  reasonably 
critical  in  what  he  accepts  as  true,  is  Plutarch  in  his  Alexander. 
His  Phocion  and  Eumenes  also  contain  much  authentic  material 
bearing  on  the  career  of  Alexander. 

Notes  on  Periods  VIII-XII.  Rome  and  the  Transition  to  the 
Mediaeval  Empire. — On  standard  histories  of  Rome  in  English 
(Niebuhr,  Arnold,  Lewis,  and  especially  Mommsen),  see  Freeman's 
Historical  Essays,  II,  pp.  284-317. 

The  most  comprehensive,  and  at  the  same  time  most  popular  in 
its  character,  of  the  larger  histories  of  Rome  is  that  of  Duruy,  in  six 
large  and  profusely  illustrated  volumes,  extending  from  the  earliest 
times  to  the  death  of  Diocletian  (313  a.d.),  translated  from  the 
French,  and  edited,  or  rather  introduced,  by  Mahaffy  (London, 
Kegan  Paul,  1 883-1 886,  and  in  a  cheaper  American  edition,  Estes 
&  Lauriat) .  As  regards  the  method  of  this  work,  it  aims  to  follow 
that  of  Niebuhr  and  Arnold ;  i.e.  it  uses  the  legendary  material  in 
Roman  history  as  suggestive  aid  in  reconstructing  a  coherent  account 
of  the  early  periods. 

In  a  similar  spirit,  though  more  critical  and  scholarly  in  its  execu- 
tion, is  the  work  of  Ihne,  in  five  volumes,  extending  from  earliest 
times  to  the  death  of  Sulla  (78  B.C.),  a  history  of  the  Republic 


54  Ancient  History 

(London,  Longmans,  1 871-1882).  Meri vale's  History  of  the  Romans 
under  the  Empire  (down  to  the  death  of  Marcus  Aurelius,  180  a.d.) 
is  the  natural  continuation  of  the  work  of  Ihne  (8  vols.,  London, 
Longmans,  2d  ed.,  1890).  It  closes  at  the  point  where  the  monu- 
mental work  of  Gibbon  (see  below)  begins. 

Long's  Decline  of  the  Roman  Republic  (from  the  destruction  of 
Carthage  in  146  B.C.  to  the  death  of  Julius  Caesar  in  44  B.C.)  is  a 
valuable  complement  to  the  closing  volumes  of  Ihne  and  the  opening 
volumes  of  Merivale  (5  vols.,  London,  Bell  &  Daldy,  Geo.  Bell  & 
Sons,  1 864-1 874). 

Mommsen's  History  of  Rome  (translated  from  the  German,  5  vols., 
N.Y.,  Scribner,  new  ed.,  1895)  extends  to  the  "military  monarchy" 
of  Julius  Caesar,  and  is  therefore  a  history  of  the  Republic  only, 
but  it  is  supplemented  by  two  volumes  on  The  Provinces  from 
Caesar  to  Diocletian  (N.Y.,  Scribner,  1887).  This  is  a  work  of  the 
profoundest  and  most  varied  scholarship,  and  of  deep  insight,  and  is 
written  with  spirit  and  power.  It  rejects  the  legendary  material 
entirely,  except  as  it  may  be  corroborative  of  deductions  from 
historical  institutions,  gives  few  proofs  or  authorities  for  its  posi- 
tions, and  is  a  partisan  of  monarchy. 

For  the  later  Empire,  Gibbon's  classic  The  Decline  and  Fall  of 
the  Roman  Empire,  covering  the  period  from  180  to  1500  a.d. 
(edited  last  and  best  by  Bury,  in  seven  volumes  ;  London,  Macmillan, 
1 897- 1 903),  is  still  authoritative,  as  well  as  a  monument  of  historical 
style  and  method.  But  Bury's  Later  Roman  Empire,  treating  the 
period  from  395  a.d.  to  800  a.d.,  is  an  able  and  sufficient  successor 
to  Gibbon  (2  vols.,  London,  Macmillan,  1889),  so  far  as  it  goes. 
Hodgkin's  Italy  and  Her  Invaders  (8  vols.,  Vol.  I  in  two  parts, 
Oxford,  Clarendon  Press,  1 879-1899,  Vols.  I-IV  in  a  new  edition, 
1 892-1 896)  is  exhaustive  and  monumental  for  the  period  from  240 
to  814  A.D. 

Among  smaller  works  on  Roman  History,  two  should  be  especially 
mentioned  here  because  of  their  comprehensiveness :  Meri vale's 
General  History  of  Rome  from  the  foundation  of  the  city  to  476  a.d. 
(N.Y.,  Appleton,  1875),  and  Pelham's  Outlines  of  Roman  History, 
covering  the  same  period,  each  in  a  single  volume.  The  latter  cites 
authorities,  ancient  and  modern,  and  is  admirably  adapted  to  the 


Bibliographical  5  5 

wants  of  the  special  student  (N.  Y.,  Putnam,  1893).  Two  other  con- 
venient manuals  are :  How  and  Leigh's  History  of  Rome  (to  the 
death  of  Caesar;  London,  Longmans,  1896);  and  Shuckburgh's 
History  of  Rome  (to  the  battle  of  Actium  ;  N.Y.,  Macmillan,  1894)  ; 
but  they  do  not  cover  the  period  of  the  Empire,  and  are  not  so 
authoritative  as  Pelham. 

Among  the  many  handbooks  of  Roman  History  prepared  especially 
for  use  in  schools  and  colleges,  both  in  England  and  this  country, 
the  more  recent,  of  varying  methods  and  excellencies,  and  often 
supplementing  one  another  desirably,  are,  in  the  order  of  their  publi- 
cation ;  W.  F.  Allen's  Short  History  of  the  Roman  People  (to  476  A.D. ; 
Boston,  Ginn  &  Co.,  1890)  ;  Wells's  Short  History  of  Rome  (to  the 
death  of  Augustus;  London,  Methuen,  1896,  2d  ed.,  1898)  ;  Myers's 
Rome  :  Its  Rise  and  Fall  (to  476  a.d.  ;  Boston,  Ginn  &  Co.,  1900)  ; 
Botsford's  History  of  Rome  (to  the  Empire  of  Charlemagne,  800  a.d.  ; 
N.Y.,  Macmillan,  1901);  Morey's  Outlines  of  Roman  History 
(American  Book  Co.,  1901);  Fairley's  Seighobos's  History  of  the 
Roman  People  (to  the  Empire  of  Charlemagne;  N.Y.,  Holt,  1902). 
An  excellent  and  authoritative  pocket  manual,  corresponding  in 
method  and  character  to  Swoboda's  Greek  History,  is  Koch's  Roman 
History  (to  476  a.d.  ;  "  Temple  Primer  "  series,  London,  Dent  & 
Co.,  1900). 

The  best  brief  manual  for  the  period  from  476  to  800  a.d.  is 
Emerton's  Introduction  to  the  Middle  Ages  (375-814  A.D. ;  Boston, 
Ginn  &  Co.,  1888).  Oman's  Dark  Ages  covers  the  period  476- 
918  a.d.  (Periods  of  European  History,  N.Y.,  Macmillan,  3d  ed., 
1898). 

Quite  recent,  but  very  brief  on  the  period  before  800  a.d.,  are 
Robinson's  Introduction  to  the  History  of  Western  Europe  (Bost6n, 
Ginn  &  Co.,  1903),  extending  to  1902  A.D. ;  and  Munro's  History 
of  the  Middle  Ages  (N.Y.,  Appleton,  1902),  extending  to  1300  a.d. 

As  companion  volumes  of  moderate  size,  recent  appearance,  and 
authority  for  the  study  of  Roman  Mythology,  literature,  art,  political 
institutions,  and  private  life,  etc.,  etc.,  the  following  manuals  may  be 
mentioned :  — 

Abbott,  Roman  Political  Institutions  (Boston,  Ginn  &  Co.,  1901)  ; 
Greenidge,  Roman  Public  Life  (N.Y.,  Macmillan,  1901)  ;   Steuding, 


56  •      Ancient  History 

Greek  and  Roman  Mythology  (see  p.  52)  ;  Fowler,  History  of 
Roman  Literature  (N.Y.,  Appleton,  1903)  ;  Reber,  History  of 
Ancient  Art  (N.Y.,  Harper,  1882);  Granrud,  Roman  Constitu- 
tional History  (Boston,  Allyn  &  Bacon,  1902);  Johnston,  Private 
Life  of  the  Romans  (Chicago,  Scott,  Foresman  &  Co.,  1893)  ;  Preston 
and  Dodge,  Private  Life  of  the  Romans  (Boston,  Sanborn,  1893)  ; 
Lanciani,  Ruins  and  Excavations  of  Ancient  Rome  (Boston, 
Houghton,  Mifflin,  1897).  There  is  no  manual  of  Roman  art 
corresponding  to  Tarbell's  History  of  Greek  Art. 

There  are  no  contemporary  sources  for  the  early  period,  like  the 
Homeric  poems  for  the  monarchical  period  in  Greek  history,  but 
legends  and  traditions  thrown  into  attractive  literary  form  by  Livy, 
Dionysius  of  Halicarnassus,  Diodorus  Siculus,  and  Strabo,  all  writers 
of  the  Augustan  period.  Book  I  of  Livy's  History  of  Rome,  Books 
I-IV  of  Dionysius^  Antiquities  of  Rome,  and  Books  V  and  VI  of 
Strabo's  Geography,  show  what  the  Romans  of  the  Augustan  age 
liked  to  believe  about  their  early  history.  Livy's  first  book  has  an 
undying  charm,  and  is  woven  into  the  thought  and  literature  of  all 
succeeding  ages.  PlutarctTs  Lives  of  Romulus  and  Numa  contain 
the  legends  of  these  kings  in  a  somewhat  different  and  sometimes 
earlier  form  than  that  which  Livy  gives  them,  but  for  the  most  part 
no  earlier  than  the  generation  before  Livy  (Varro  and  Valerius 
Antias),  and  never  earlier  than  the  third  century  B.C.  (Fabius 
Pictor)  ;  for  these  writers  would  seem  to  have  been  the  chief 
sources  of  Plutarch  when  he  did  not  use  Dionysius  himself.  Mac- 
aulay^  Lays  of  Ancient  Rome  cast  some  of  the  early  Roman  legends 
into  popular  poetical  form. 

Convenient  collections  of  extracts  from  the  sources  will  be  found 
in  Botsford's  Story  of  Rome  as  the  Greeks  and  Romans  Tell  It 
(N.Y.,  Macmillan,  1903)  ;  in  Munro's  Source  Book  of  Roman  His- 
tory (Boston,  Heath,  1904)  ;  and  in  Fling,  Studies  in  European 
History,  I,  Greek  and  Roman  Civilization  (Chicago,  Ainsworth). 
See  also  Part  II  of  Historical  Sources  in  Schools  (cf.  above,  p.  45). 


Small   School   Library  57 


A   SMALL   SCHOOL    LIBRARY   IN 
ANCIENT   HISTORY 

Holm,  History  of  Greece.     4  vols.,  Macmillan,  $10.00. 

Bury,  History  of  Greece.     Macmillan,  $1.90. 

Mahaffy,  Survey  of  Greek  Civilization.     Macmillan,  $1.00. 

(His  Old  Greek  Life  is  also  useful.    American  Book  Co.,  35  cents.) 
Gulick,  The  Life  of  the  Ancient  Greeks.     Appleton,  $1.40. 
Jebb,  Greek  Literature.     American  Book  Co.,  35  cents. 
Tarbell,  History  of  Greek  Art.     Macmillan,  $1.00. 
Mommsen,  History  of  Rome.     5  vols.,  Scribner,  $10.00. 
Pelham,  Outlines  of  Roman  History.     Putnam,  $1.75. 
How   and   Leigh,   History  of    Rome    to    the   Death    of   Caesar. 

Longmans,  $2.00. 
Bury,  Student's  History  of  the  Roman  Empire.     American  Book 

Co.,  $1.50.      (Capes,  The  Early  Empire,  and  The  Age  of  the 

Antonines,  may  be  substituted  ;  "  Epochs  of  Ancient  History," 

Longmans  or  Scribner,  $1.00  each). 
Preston  and  Dodge,  Private  Life  of  the  Romans.     Sanborn,  $1.00 

(paper,  40  cents). 
Emerton,  Introduction  to  the  Middle  Ages.     Ginn,  $1.12. 

Herodotus,  Rawlinson's  translation  edited  by  Grant,  2  vols.  Scrib- 
ner, $3.50.  (Cary's  translation  is  cheaper  and  poorer;  Mac- 
millan, $1.00.) 

Thucydides,  Jowett's  translation,  edited  by  Peabody.  Lothrop, 
$2.00.  (Dale's  translation  is  poorer;  with  notes,  Macmillan, 
$2.00;  without  notes,  American  Book  Co.,  75  cents.) 

Plutarch,  Lives,  the  so-called  Dryden  translation,  revised  by 
Clough.     Little,  Brown  &  Co.,  $2.00. 

Botsford,  The  Story  of  Rome  as  Greeks  and  Romans  Tell  It. 
Macmillan,  90  cents.  Or  Munro,  Source  Book  of  Roman 
History.     Heath,  $1.00. 

Fling,  Studies  in  European  History,  I,  Greek  and  Roman  Civiliza- 
tion.    Ainsworth,  60  cents. 


58  Ancient  History 

Sanborn's  Classical  Atlas.     Sanborn,  $1.75. 

Tozer,  Classical  Geography.     American  Book  Co.,  35  cents. 

(The  prices  given  are  those  in  the  publishers'  lists.      For  a  school 

library,  the  above  books  can  be  purchased  through  a  bookseller 

at  a  cost  of  $35.00  to  $40.00.) 

Note.  —  Some  schools  may  prefer  to  substitute  for  Holm  and 
Mommsen  the  Epochs  of  Ancient  History  (10  volumes,  omitting 
the  one  on  Troy.  Longmans  or  Scribner,  $1.00  each).  In  that 
case  the  money  saved  may  be  advantageously  spent  for  the  fol- 
lowing books,  which  should  in  any  case  be  accessible  to  pupils 
wherever  possible :  — 

Homer,  Iliad,  translated  by  Lang,  Leaf,  and  Myers.  Macmillan, 
80  cents. 

Homer,  Odyssey,  translated  by  Butcher  and  Lang.  Macmillan, 
80  cents. 

Greenidge,  Handbook  of  Greek  Constitutional  History.  Macmil- 
lan, $1.25. 

Abbott,  Roman  Political  Institutions.     Ginn,  $1.50. 

Lanciani,  Ruins  and  Excavations  of  Ancient  Rome.  Houghton, 
$4.00. 

Wheeler,  Alexander  the  Great.     Putnam,  $1.60. 

Fowler,  Julius  Caesar.     Putnam,  $1 .60. 


General  Survey  of  the  Field 


59 


GENERAL   SURVEY   OF   THE   FIELD 
ANCIENT   HISTORY   TO   800   a.d. 


V    O 

v  0 

f    I- 

Introduction  :  scope  and  course  of 

Ancient  History. 

1 

• 

2. 

Egypt,  5°°°(?)-525  B-C 

2 

I, 

3- 

The  Tigris-Euphrates  Valley,  5000, 

8 

The  Oriental 

or  earlier,  -538  B.C. 

Nations 

4- 

Syria  (I)  The  Phoenicians. 

iidi  i\j±±j  • 

5- 
6. 

7- 

Syria  (II)  The  Hebrews. 
Media  and  Persia,  85o(?)~5i4  B.C. 
Summary  and  review  of  the  Ori- 
ental nations. 

- 

'   8. 
9- 

The  land  and  the  ^gean  basin. 
The   people :     migration    and   ex- 

2 

II. 

pansion. 

1 

Ancient  Hellas : 

10. 

The    Epic,    or    "  Homeric,11   Age, 

7 

early  develop-       ■ 

1000-750  B.C.  (approximately). 

2 

ment.     2ooo(?)- 

11. 

"Greek     reconstruction    of    early 

750  B.C. 

12. 

history.11 
The  states,  and  the  beginnings  of 

1 

. 

leagues. 

1 

** 

Age  of  colonial  expansion. 

1 

III. 

14. 

Order  of  political  evolution. 

1 

State  and 

»5- 

Growth  of  Sparta :  a  military  aris- 

national 

tocracy. 

2 

8 

development  in 

16. 

Growth     of      Athens :      progress 

Greece  to  the 

toward  democracy. 

3 

Foreign  Wars, 

i7- 

Intellectual    progress    of     Hellas, 

1 
1 

750-500  B.C. 

500  B.C. 

[i 

Ll8. 

Bonds  of  union. 

J 

6o 


Ancient   History 


GENERAL    SURVEY    OF   THE   FIELD  —  Continued 


ANCIENT    HISTORY   TO  800  a.d. 


4-1      0> 


£s 

&■& 

19. 

Lydian  and   Persian  conquests  in 

1 

IV. 
Foreign  Wars  of 

Asia  Minor. 

1 

20. 

Scythian  expedition  and  Ionic  re- 
volt. 

1 

5 

the  Greeks : 

independence. 
560-479  B.C. 

21. 

22. 

The    Persian     Invasion,    492-479 

B.C. 

"The    Punic    Invasion,"    485-480 

3 

B.C. :  Carthaginians  in  Sicily. 

1 

'23- 

The  Delian  League  and  the  Athen- 

V. 

ian  Empire,  477-461  B.C. 

2 

The  Preemi- 

24. 

The  Periclean  Age  and  the  Athen- 

5 

nence  of  Athens, 

ian  Democracy,  461-431  B.C. 

2 

479-431  B.C. 

25- 

Intellectual     life ;     the     Athenian 

■ 

genius. 

1 

26. 

The  Athenian  attempt  at  land  em- 
pire, 461-445  B.C. 

27. 

The  Peloponnesian  War,  431-404 

VI. 

B.C. 

2 

Wars  between 

28. 

The  new  learning. 

1 

the  Greek  States : 

29. 

The  hegemony  of  Sparta,  404-371 

10 

a  Century  of 

B.C. 

1 

Strife,  461-362 

3°- 

The     attempted      hegemony     of 

B.C. ;  the  Mace- 

Thebes, 371-362  B.C. 

1 

donian  Invasion. 

3i- 

32. 

The  Western  Greeks,  410-300  B.C. 

(approximately) . 
Literature  and  art,  400-350  B.C. 

; 

.33- 

The  rise  of  Macedon,  359-336  B.C. 

2 

General  Survey  of  the   Field  61 


•a 

2  v 


•e    GENERAL   SURVEY   OF   THE   FIELD  —  Continued 


C    X 


ANCIENT    HISTORY   TO  800  a.d. 


J3  6 

34- 

The    career  of    Alexander:    con- 
quests,   character,  and   achieve- 

VII. 

ments.     336-323  B.C. 

2 

The  Empire  of 

35- 

The    Hellenistic    period :    disinte- 

Alexander; 

gration  of  Alexander's  Empire ; 

5 

"The  Mingling 
of  the  East  and 

the    Hellenistic    kingdoms    and 
Hellenistic     culture.        323-146 

West." 

B.C. 

2 

336-146  B.C. 

36. 

Greece    to    Roman    intervention ; 
attempts  at  federal  government. 

280-200  B.C. 

I 

\37- 

The  land  and  the  people. 

2 

38. 

Early  Rome  :  sources  of  our  knowl- 
edge ;  the  legends  and  their  value. 

I 

39- 

Regal    Rome:    government,    reli- 

VIII. 

gion,  and  society. 

I 

Early  Rome ; 

40. 

The  early  Republic :  struggle  be- 

and the  Roman 

tween   the   classes ;    triumph    of 

10 

Republic  to  its 

the  plebeians.     509(?)-286  B.C. 

3 

supremacy  in 

41. 

The  early    Republic  :    the    estab- 

Italy. 

lishment  of  Rome's  supremacy 

753(?)-264  B.C. 

42. 

in  Latium ;  wars  with  its  neigh- 
bors.    509(?)~338  B.C. 
The  conquest  of  Italy :  wars  with 
the   Samnites  and  Greeks ;    or- 

1 

ganization.     338-264  B.C. 

2 

62 


§1 


Ancient  History 


GENERAL    SURVEY  OF  THE  FIELD  —  Continued 

ANCIENT   HISTORY   TO  800  a.d. 


Sfc 


IX. 
Rome  be- 
comes su- 
preme in  the  \  45 
Mediter- 
ranean 
Basin,  264 
133  B.C. 


46. 


X. 

The  An- 
cient World 
under 
Roman 
Rule  during 
the  change 
from  the 
Republic  to 
the  Mon- 
archy, 133- 
31  B.C. 


43.  The  struggle  with  Carthage  for  Sicily: 

the  First  Punic  War,  264-241  B.C. 

44.  "The  extension  of  Italy  to  its  natural 
boundaries ; "  wars  in  Africa  and 
Spain.     241-218  B.C. 

The  struggle  between  Rome  and  Carthage 
for  the  supremacy  in  the  West :  the 
Second  and  Third  Punic  Wars.  218- 
133  B.C. 

Rome  becomes  supreme  in  the  eastern 
Mediterranean :  conquest  of  Greece, 
and  Asia.     216-133  B,c* 

47.  The  organization  of  Rome's  foreign  con- 

quests :  the  provincial  system. 

48.  The  effects  of  conquests  and  the  pro- 

vincial system  upon  society,  politics, 
and  manners. 

49.  The   revolutionary  attempts   at   reform 

under  the  Gracchi,  133-121  B.C. 

50.  "  The  rule  of  the  restoration  "  ;  victories 

of  Marius  ;  Social  War.    121-88  B.C. 

51.  The  struggle  between  Marius  and  Sulla ; 

reestablishment    of    senatorial    rule. 
88-79  B-c- 

52.  Pompey  and  Caesar :  affairs  in  the  East 

and  at  Rome ;  Caesar  in  Gaul ;  Civil 
War.     79-48  B.C. 

53.  The  rule  of  Caesar,  48-44  B.C. 

54.  The  struggle  for  the  succession,  44-3 1  B.C. 

55.  Roman  culture  and  society  in  the  "  Cicer- 

onian Age." 


General  Survey  of  the  Field 


63 


.~8 


h 


<gj    GENERAL   SURVEY   OF    THE   FIELD  —  Continued  «g-g 


§£ 


ANCIENT   HISTORY   TO  800  a.d. 


»4 

v  0 

56. 

The  establishment  of  the  Empire  : 
constitution ;   frontiers.    3 1  B.c- 
14  A.D. 

2 

57- 

The  Julian  and   Flavian   Caesars, 

XL 

14-96  A.D. 

2 

The  Ancient 

58. 

The    Roman    Empire   under    the 

10 

World  under  the 

"Good"  Emperors,  96-180  a.d. 

2 

Roman  Empire, 

59- 

The    Roman    Empire    under    the 

31  B.C.-375  A.D. 

60. 
61. 

Soldier  Emperors,  180-284  A-D. 

The  Roman  Empire  under  the  Ab- 
solute Emperors,  284-375  a.d. 

The   rise  and   triumph   of  Chris- 

I 

tianity. 

2 

62. 

The  invasions,  and  the  fall  of  the 
Western  Empire,  376-476  a.d. 

2 

63. 

The  West :    continued  invasions, 

XII. 

and     formation     of     Germanic 

The  Transition 

States.     476-774  a.d. 

I 

Period :  from 

64. 

The   East :    one    Emperor   (Con- 

9 

Ancient  to  Medi- 

stantinople) ;    a    new    prophet. 

aeval  History, 

476-732  A.D. 

I 

376-800  A.D. 

65. 
66. 

67. 

"  The  rise  of  the  Christian  Church." 
The  growth  of  the  Frankish  power : 

a  new  Emperor.     486-800  a.d. 
Retrospect,  from  the  Euphrates  to 

2 
2 

the  Rhine. 

I 

64  Ancient  History 


OUTLINE   OF   ANCIENT   HISTORY 

I.    The  Oriental  Nations. 

1 .  Introduction  :  Scope  and  Course  of  Ancient  History. 
General  Refer etices : 

Fisher,  Brief  History  of  the  Nations,  1-14.  Fisher, 
Outlines  of  Universal  History,  1-16.  Myers  and  Allen, 
Ancient  History,  1— 13,  presents  views  long  and  generally 
held.  West,  Ancient  History,  1-10,  is  advanced  and 
radical.  Botsford,  Ancient  History  for  Beginners,  1-4, 
is  conservatively  fresh,  though  very  brief.  Wolfson, 
Essentials  of  Ancient  History,  11-22. 

(N.B.  —  Much  of  this  is  still  debatable  ground,  and 
neither  teacher  nor  pupil  should  expect  to  get  anything 
more  than  a  convenient  working  hypothesis^) 

a.  Relative  value  of  historic  studies.    Freeman,  Methods  of  Historical 

Study,  Lecture  II.  Harrison,  Meaning  of  History,  Chs.  i  and 
ii.    Bourne,  Teaching  of  History  and  Civics,  Chs.  i  and  v.1 

b.  Races  of  men.     West,  Ancient  History,  6-10.     Tylor, 

Anthropology,  Ch.  i,  especially  pp.  1-25  (Appleton 
ed.,  1898).  Hommel,  Civilization  of  the  East  (Temple 
Primer),  25-27. 

(1)  Difficulty  of  determining  original  and  secondary 
races. 

(2)  Philology  and  history.  Felton,  Ancient  and 
Modern  Greece,  3-8.  Sweet,  History  of  Language  (Temple 
Primer),  Ch.  i,  12  pages;  Ch.  vi,  102-106. 

(3)  Arbitrary  classification  by  color.  Tylor,  Anthro- 
pology, 56,  66-74;  87-113  (illustrated). 

c.  Caucasian  or  White  race;   probable  mixed  origin  and 

assumed  subdivisions.     Tylor,  Anthropology,  156-161. 

d.  Location  and  progress  of  the  historic  nations :    east  to 

west.  Wolfson,  1 1-22  ;  Curtius,  History  of  Greece,  I, 
47-49.  Fisher,  Brief  History  of  the  Nations,  12-14. 
Adams,  Mediaeval  Civilization  (Primer),  8-9.  Adams, 
European  History,  5-6. 

1  Smaller  type  is  for  advanced  pupils.    See  Introduction,  p.  45. 


Outline  of  Ancient  History  65 

e.   Arbitrary  divisions  of  ancient  history :  Oriental,  Classical, 
and  Germanic  periods.     Wolfson,  22.     West,  3-6. 
Additional  Topics : 

A.  Ancient  Geography.  Tozer,  Classical  Geography  (Primer), 
Ch.  i. 

B.  Physical  Geography  of  the  East.  Hommel,  Civilization  of 
the  East,  6-24. 

Imaginative  Literature  :  Waterloo,  Story  of  Ab. 
2.   Egypt,  5ooo(?)-525  b.c. 
General  References : 

Botsford,  Ancient  History  for  Beginners,  3-14.  Adams, 
European  History,  7-10.  Rawlinson,  Story  of  Ancient 
Egypt,  23-45  (People).  Erman,  Life  in  Ancient  Egypt, 
Ch.  iii.     Maspero,  Life  in  Ancient  Egypt  and  Assyria,  Chs.  i-x. 

(N.B.  —  The  arrangement  of  Egyptian  history  by 
native  "  dynasties  n  is  confusing  to  beginners  and  should 
be  avoided.} 

a.  The  Nile  region. 

(1)  Physical  features  and  their  influence.  Botsford, 
Ancient  History,  4.  Wendel,  History  of  Egypt 
(Primer),  7-9,  21-22.  West,  15-17.  Tozer,  Classical 
Geography,  44-47.  Myers  and  Allen,  Ancient  History, 
15-17.  Rawlinson,  Story  of  Ancient  Egypt,  1-22. 
Petrie,  History  of  Egypt,  I,  4-7,1  Sayce,  Ancient  Empires  of  the 
East,  1-5. 

(2)  Remains  of  ancient  civilization.  Myers  and 
Allen,  41-56.  Maspero,  Manual  of  Egyptian  Archae- 
ology, Ch.  ii,  §  2;  and  Ch.  iii  (Temples  and  Tombs). 
Note  illustrations  in  Rawlinson,  History  of  Ancient 
Egypt. 

b.  The  people  and  their  political  history. 

(1)  Supposed  origin.  Wendel,  History  of  Egypt 
(Primer),  22.  Petrie,  History  of  Egypt,  I,  11-13,  14- 
15.     Sayce,  Ancient  Empires,  5-7. 

(2)  Political  development :  Pharaohs  of  Memphis ; 

1  Remark.  —  In  this  outline,  the  large  Roman  numeral  is  regularly  used  to 
indicate  the  volume,  and  the  Arabic  figure  the  page ;  e.g.  Petrie,  I,  4-7,  refers 
to  Petrie,  Vol,  I,  pp.  4-7. 


66  Ancient  History 


Pharaohs  of  Thebes ;  The  New  Empire  —  Sais. 
West,  Ancient  History,  17-22.  Wolfson,  Essentials 
of  Ancient  History,  24-28.  Sayce,  Ancient  Empires, 
14-58.  For  dynastic  lists,  Petrie,  1, 16-29  (critical  and  weighty). 
(3)  Successive  invasions  of  Egypt.  Adams,  Euro- 
pean History,  8-9.  Wendel,  54,  62-64,  98-100,  114- 
117,  120-121,  130,  134-135,  156-158.  Rawlinson, 
Story,  134,  255-275,  396  and  following. 

c.  Civilization. 

(1)  Classes  and  occupations.  Wendel,  19.  Raw- 
linson, Story,  60-64.  West,  22-27.  Sayce,  Ancient 
Empires,  85-89.  Erman,  Life  in  Ancient  Egypt,  Ch.  viii. 
Maspero,  see  above  under  general  references.  For 
"  Early  Strikes,"  Wendel,  100-101,  104,  and  West,  38. 
On  political  corruption,  Wendel,  103-104. 

(2)  Arts,  sciences,  and  literature.  West,  27-32. 
Wolfson,  28-29.  Wendel,  13-16.  Tylor,  Anthro- 
pology, 20-23.  Sayce,  Ancient  Empires,  72-85.  Mas- 
pero, Egyptian  Archaeology,  Ch.  v. 

(3)  Religion.  Myers  and  Allen,  Ancient  History, 
34-41.  West,  32-37.  Wendel,  23-25  (and  in  detail 
through  page  30).  Maspero,  Dawn  of  Civilization, 
180-200.      Hommel,  39-43. 

Source:  Herodotus,  Bk.  II,  Chs.  37-97. 

d.  Special   contributions   to   European   culture.     Wolfson, 

32-34.  Myers  and  Allen,  49-56.  Wilkinson,  Ancient 
Egyptians,  I,  3*  Sayce,  Ancient  Empires,  72-80. 
Sources:  Herodotus,  Bk.  II,  Chs.  149-152  (accession 
of  Psammetichus ;  cf.  Grote,  History  of  Greece,  III,  Ch. 
xx,  325-326).  Herodotus,  Bk.  II,  99,  and  following 
(Menes)  ;  II,  19-34  (inundations  and  sources  of  the 
Nile;  cf.  Myers  and  Allen,  note,  p.  21).  The  Bible, 
Ezekiel,  Chs.  xxix-xxxii.  West's  u  Illustrative  Extracts," 
following  the  chapters  in  his  Ancient  History,  are  most 
helpful.  Rawlinson,  Egypt  and  Babylon,  from  Sacred  and  Pro- 
fane Sources.  Petrie,  History  of  Egypt,  has  literal  translations  of 
inscriptions,  etc.,  which  could  be  used  with  advanced  pupils. 


Outline  of  Ancient  History  67 

Additional  Topics : 

A.  Obelisks.  Rawlinson,  History  of  Ancient  Egypt, 
I,  223,  234,  240-242,  252 ;  II,  59,  etc. ;  for  examples  and 
pictures,  see  index. 

B.  Ancient  and  modern  irrigation  systems.  Wen- 
del,  55-57.  Rawlinson,  History  of  Egypt,  I,  171-173; 
and  Story  of  Ancient  Egypt,  1 14-120.  Milner,  Eng- 
land in  Egypt,  280-322.  Petrie,  I,  190-191  (Lake 
Moeris). 

C.  The  Sphinx.  Petrie,  I,  51-53.  Rawlinson,  Story 
of  Ancient  Egypt,  92-94.  Lenormant,  Ancient  History 
of  the  East,  I,  331  and  following. 

D.  Sources  of  Egyptian  History.  Wendel,  12-20.  Hommel, 
2-6. 

Imaginative  Literature  :   Georg   Ebers,   Uarda  (14th 
century  B.C.),  and  Daughter  of  an  Egyptian  King  (6th 
century  B.C.). 
The  Tigris-Euphrates  Valley,  5000,  or  earlier,  -538  b.c. 
General  References : 

Morey,  Outlines  of  Greek  History,  32-45.  West, 
Ancient  History,  40-56.  Fisher,  Brief  History  of  the 
Nations,  37-45,  brief  and  clear.  Botsford,  Ancient 
History,  15-25.  Myers  and  Allen,  Ancient  History, 
57-106.  Maspero,  Dawn  of  Civilization,  Chs.  vii-ix;  Passing 
of  the  Empires,  Chs.  i-v. 

a.  The  land. 

(1)  The  two  rivers  and  their  influence.  Myers  and 
Allen,  57-58.  West,  40-42.  Sayce,  Ancient  Empires, 
90-92.  Tozer,  Classical  Geography,  26-30.  Hommel, 
9-12. 

(2)  Sources,  remains,  and  relative  antiquity  of  civ- 
ilization. Myers  and  Allen,  64,  65,  88-94,  101-105. 
Rawlinson,  Ancient  Monarchies,  I,  4It47- 

b.  The  people. 

(1)  Supposed  origin.  West,  46.  Myers  and  Allen, 
59,  76,  84.     Maspero,  Dawn  of  Civilization,  565-572. 

(2)  Cities  :  Ur,  Nineveh,  Babylon.    West,  42-45,  52. 


68  Ancient   History 


Sayce,  Ancient  Empires,  92-99,  and  for  geography,  in 
general. 

(3)  Successive  empires  and  wars  :  Chaldaean  (3800- 
1250  B.C.);  Assyrian  (1250-606  B.C.);  Babylonian 
(606-538  B.C.).  Wolfson,  36-41.  Myers  and  Allen, 
60-63,  76-83,  96-101.  For  details,  Boughton,  History 
of  Ancient  Peoples,  Part  IV,  Ch.  iv ;  and  Sayce,  99-145. 
Hommel,  see  contents. 

c.  Civilization. 

(1)  Classes  and  industries:  mode  of  life.  West, 
51.  Sayce,  Babylonians  and  Assyrians,  Chs.  ii,  iii,  v. 
Maspero,  Life  in  Ancient  Egypt  and  Assyria,  Chs. 
xi-xx.     See  also  d  below. 

(2)  Arts  and  sciences.  Tylor,  Anthropology,  22. 
Wolfson,  43,  46.  Myers  and  Allen,  74-75.  West, 
46-50,  52.  Rawlinson,  Ancient  Monarchies,  41-47. 
See  a,  (2)  above. 

(3)  Religion  and  literature.  West,  53-56.  Wolfson, 
41-43,  45,  46.  Myers  and  Allen,  65-74,  85-87,  92-94. 
Hommel,  30-35. 

d.  Special    contributions    to    European    culture.      Morey, 

Greece,   44.      Myers   and   Allen,  75,   84-95.      Sayce, 

Ancient  Empires,  157-178. 

Sources  :  The  Bible :  Jeremiah,  Ch.  xxvii ;  Daniel, 
Chs.  i-iv  (for  Nebuchadnezzar)  ;  Daniel,  Ch.  v ;  2' Kings, 
Ch.  xviii  (for  Sennacherib  of  Assyria  and  Hezekiah). 
Herodotus,  Bk.  I,  178-183  (Babylon);  I,  188-191  (Cyrus 
takes  the  city).  See  index  to  Rawlinson,  Egypt  and  Babylon 
from  Sacred  and  Profane  Sources. 
Additional  Topics  : 

A.  Ur  of  the  Chaldees.  Rawlinson,  Origin  of  Nations, 
39-40.  Boughton,  History  of  Ancient  Peoples,  438.  The 
Bible,  Genesis,  Ch.  xi,  31-Ch.  xii,  1-5. 

B.  The  long  duel  between  Babylon  and  Nineveh. 
Boughton,  450-487.      Sayce,  Ancient  Empires,  99-145. 

C.  The  uses  of  clay  in  the  Tigris-Euphrates  culture.  Sayce, 
164.  Rawlinson,  Ancient  Monarchies,  I,  87-92;  Origin  of  Nations, 
44-45  (cf.  Genesis  xi,  3.) 


Outline  of  Ancient   History  69 

D.  The  hanging  gardens  of  Babylon,  and  the  walls. 
Boughton,  500-503.  Duncker,  History  of  Antiquity,  III, 
368-369,  376-383. 

E.  The  Fifth  Chapter  of  Daniel. 

Imaginative  Literature  :  Ward,  The  Master  of  the  Ma- 
gicians (6th  century  B.C.).     W.  S.  Davis,  Belshazzar. 
4.    Syria  (i)  The  Phcenicians. 
General  References : 

McCurdy,  History,  Prophecy,  and  the  Monuments,  I, 
42-47.  Maspero,  Struggle  of  the  Nations,  3-19,  120  ff. 
Sayce,  Ancient  Empires  of  the  East,  Ch.  iii,  181-209. 
Grote,  History  of  Greece,  Ch.  xviii  (Vol.  Ill,  181-212). 
Rawlinson,  Origin  of  Ancient  Peoples,  48-65,  is  especially 
good.  Article  "  Phoenicia11  in  Encyclopaedia  Britannica. 
Rawlinson,  Story  of  Phoenicia. 

a.  The  land  and  the  people.     Tozer,  Classical  Geography, 

34-35.     Hommel,  14-15,  18-19. 

(1)  Origin  and  character.  Myers  and  Allen,  Ancient 
History,  1 20-12 1 .  Harrison,  Story  of  Greece,  122-123. 
Lenormant,  Ancient  History  of  the  East,  Bk.  VI,  Ch.  i, 
quoted  conveniently  in  Larned,  History  for  Ready 
Reference,  IV,  2530. 

(2)  Cities:  Tyre,  Sidon.  Myers  and  Allen,  123. 
Wolfson,  51-54.  Grote,  Greece,  Ch.  xxi  (III,  342- 
348).     Tozer,  35. 

b.  Enterprises  and  influence. 

(1)  Commerce:  sea-routes  and  colonies,  Carthage. 
Myers  and  Allen,  122-124.  Wolfson,  54-57.  Sayce, 
Ancient  Empires,  207-209.  Larned,  History  for  Ready 
Reference,  IV,  2532-2533.  Rawlinson,  Story  of 
Phoenicia,  Ch.  xviii. 

(2)  Dissemination  of  arts  and  alphabet.  West,  58, 
59.  Myers  and  Allen,  124-127.  Sayce,  Ancient 
Empires,  203-207.  Lenormant,  Ancient  History  of 
the  East,  II,  Bk.  VI,  Ch.  iv. 

Sources :  The  Bible,  Ezekiel,  Chs.  xxvi-xxvii  (the 
exaltation  of  Tyre).     Strabo,  Bk.  XVI,  Ch.  ii,  §§  21-33. 


jo  Ancient  History 

Thucydides,  Bk.  I,  Chs.  8,  13,  16,  100;  VIII,  Chs.  81, 
87.     Herodotus,  Bk.  I,  Ch.  1  ;  II,  Ch.  54;  IV,  Ch.  192; 
II,  Ch.  44 ;  VII,  Ch.  89  ;  for  interesting,  if  detached,  facts. 
Josephus,  Antiquities,  Bk.  VIII,  Chs.  3,  5. 
5.   Syria  (II)  The  Hebrews. 
General  References : 

Duruy,  Ancient  History  (translated  by  Grosvenor), 
38-44.  Botsford,  Ancient  History,  27-31.  Hommel, 
Civilization  of  the  East,  50-52,  58,  75  ff.,  80,  and  passim, 
Lenormant,  Ancient  History  of  the  East,  I,  Bk.  II. 

a.  The  people  and  their  homes. 

(1)  Origin  and  character.  Myers  and  Allen,  Ancient 
History,  7,  107.     Tozer,  Classical  Geography,  31-34; 

36-43- 

(2)  Successive  locations :  nomadic  life,  Egypt,  Ca- 
naan. Myers  and  Allen,  1 07-1 10.  Hosmer,  Story  of 
the  Jews,  12-22.  Kent,  History  of  the  Hebrew  People, 
Part  I,  Ch.  iv  ("The  Two  Kingdoms"). 

(3)  Political  development :  Patriarchs,  Judges, 
Kings,  the  two  Kingdoms,  the  Captivities,  the 
Restoration.  West,  61-63.  Fisher,  Brief  History  of 
the  Nations,  48-53.  Myers  and  Allen,  111-116. 
Morey,  Greece,  60-65.     Kent.  Part  II*  Ch.  viii. 

Note. —  It  is  suggested  to  the  teacher  that  helpful  studies  of  early  patri- 
archal life  may  be  made  in  the  story  of  Abraham,  and  of  tribal  government  in 
the  record  of  the  Judges.  Genesis  xii-xiv;  xxiv  (Rebekah).  Judges  iv,  v 
(Deborah). 

b.  Religion,  literature,   and   world-influence.      Myers   and 

Allen,  1 1 7-1 18.  West,  63-64.  Hosmer,  Story  of  the 
Jews,  74-93  ("The  Beauty  of  Holiness"),  and  1-8. 
Kent,  History  of  the  Hebrew  People,  Part  II,  Ch.  viii, 
I05-IIO.  Boughton,  History  of  Ancient  Peoples,  II,  Pt.  IV, 
Ch.  iii,  420-427. 

Sources :  The  Old  Testament  (the  books  of  Ezra  and 
Nehemiah  are  excellent  for  source-work).  Josephus, 
Antiquities,  X,  5,  1  ;  X,  6,  1,  for  Nebuchadnezzar's  con- 
quest (cf.  Jeremiah,  Ch.  xlvi,  2  ;  2  Kings,  Chs.  xxiii-xxiv). 


Outline  of  Ancient   History  71 

The  Talmud.     Herodotus  :  mere  geographical  mention  ; 
Bk.  VII,  89,  is  interesting. 
Additional  Topics : 

A.  Idolatry  among  the  Hebrews.  (Individual  study 
in  the  Old  Testament.) 

B.  The  sanitary  features  of  the  Mosaic  Law.  Exodus, 
Chs.  xix-xxiii. 

C.  The  Levites.  Josephus,  Antiquities,  III,  xi,  i ;  IV, 
iv,  3  ;  III,  xii,  4. 

D.  Siege  of  Jerusalem  by  Titus.  Tacitus,  Histories, 
Bk.  V.  Josephus,  Jewish  War,  Bk.  VI.  This  topic  might 
also  be  treated  under  the  period  of  the  Roman  Empire. 

E.  Oriental  Features  in  the  reigns  of  David  and  Solomon. 
Hosmer,  Story  of  the  Jews,  20-28,  74-75.  1  Kings  iv,  22-vi.  and 
2  Chronicles  i-vii  (the  Temple). 

F.  Any  one  of  the  greatest  of  the  Prophets —  Isaiah,  Jeremiah, 
Ezekiel,  Amos  —  as  revealed  by  his  writings. 

6.  Media  and  Persia,  85o(?)-5i4B.c. 

(A  very  general  view  here  ;  more  in  detail  under  Greece.) 
General  References : 

Duruy,  Ancient  History,  45-50.     Harrison,  Story   of 
Greece,  268-285  (to  Darius).     Hommel,  Civilization  of  the 
East,  Chs.  vii-viii.     Wheeler,  Alexander  the  Great,  187-207. 
a.   The  land  and  the  people. 

(1)  Origin  and  relations  with  neighbors.  West, 
66-67.  Rawlinson,  Five  Great  Monarchies,  III,  Ch.  i; 
Origin  of  Nations,  96-106. 

(2)  Kings  and  their  conquests :  military  develop- 
ment. Botsford,  Ancient  History,  31,32.  Myers  and 
Allen,  133-141.     Sayce,  Ancient  Empires,  234-247. 

(3)  Political  organization  under  Darius.  Myers  and 
Allen,  144-145.  West,  70-73.  Sayce,  Ancient  Em- 
pires, 247-250. 

Sources  :  The  Bible,  Daniel,  Ch.  vi.    Herodotus,  Bk.  Ill, 
88-89  i  9°-96>  97  (the  divisions). 
b.  Civilization. 

(1)  Art.  Myers  and  Allen,  148-15 1.  Sayce,  270- 
272. 


72  Ancient   History 


(2)  Religion  and  literature.  Myers  and  Allen, 
145-148.      Sayce,  256-270 ;  273.     Hommel,  138-140. 

(3)  Morals.  Botsford,  Ancient  History,  35. 
Rawlinson,  Origin  of  Nations,  105-106.  Sayce,  273- 
275. 

Source:  Herodotus,  Bk.  I,  130-136  (condition  after 
corruption  had  set  in). 

c.  Persia1s  contribution  to  European  culture.     West,  68-69. 

Morey,  Greece,  169-173. 
7.   Summary  and  Review  of  the  Oriental  Nations. 
General  References :  *    ■ 

Wolfson,  11-14.  West,  74-75.  For  the  Asiatic 
Greeks  and  the  ancient  nations :  Curtius,  History  of 
Greece, II,  113-116;  120-122;  132-135  ;  157-165  (Scribner, 
1892  ed.).  Grote,  History  of  Greece,  III,  Chs.  xvi-xxi.  Holm, 
History  of  Greece,  I,  319-334.    Herodotus,  Bk.  1, 141-144,  164-171. 

a.  General  features  of  Oriental  History :  government,  reli- 

gion, economic  life,  science  and  arts,  existing  remains. 

b.  Comparisons  and   contrasts  of  the  Nile  and  Euphrates 

cultures  (by  topics  a,  b,  etc.,  and  sub-topics  already 
given  in  sections  2  and  3). 

c.  The  blending  of  the  two  cultures. 

(1)  Entry  into  Egypt  through  Hyksosand  Hebrews. 

(2)  Assyria  and  Egypt :  conquests. 

(3)  Syria :  mercantile  exchange. 

d.  Transmission  to  West. 

(1)  Phoenicia. 

(N.B.  —  All  the  topics  above,  under  7,  are  by  way  of 
review  and  need  no  further  references.} 

(2)  Asia  Minor:  Lydia  and  Croesus.  Myers  and 
Allen,  128-132.  Morey,  Greece,  66-67;  167-168. 
Harrison,  Story  of  Greece  (Nations),  252-267. 
Sayce,  Ancient  Empires  of  the  East,  210-233.  Holm,  History 
of  Greece,  I,  Ch.  xxiii.  Maspero,  Passing  of  the  Empires,  323- 
342,  and  Ch.  v.    Bury,  History  of  Greece,  218-234. 

Source :  Herodotus,  Bk.  I,  6-94 ;  I,  94  (coinage). 
e.   Consolidation :  the  Persian  Empire  (review) . 


Outline  of  Ancient  History  73 

Additional  Topics : 

A.  TheHittites:  "  The  Forgotten  Empire."  Morey, 
Greece,  66.  Myers  and  Allen,  25-27,  76-77.  Mas- 
pero,  Struggle  of  the  Nations,  3-19  (Syria);  341-368; 
and  Index  under  Kheta.  McCurdy,  History,  Prophecy, 
and  the  Monuments,  I,  190-205.  Sayce,  Ancient  Em- 
pires of  the  East,  Ch.  iv. 

B.  The  source  of  Greek  music.  Grote,  Greece,  III,  212-215, 
219  (in  Ch.  xvi  and  the  first  page  of  Ch.  xvii).1 

Map  Work: 

The  Oriental  nations,  with  boundaries  and  dates. 
II.    Ancient  Hellas  :    Early  Development.    2000(?)-750  B.C. 
8.   The  Land  and  the  ^Egean  Basin. 
General  References : 

Bury,  History  of  Greece,  1-5.1  Botsford,  Ancient  His- 
tory for  Beginners,  41-48.  Abbott,  History  of  Greece, 
I,  1-23.  Tozer,  Classical  Geography,  63-90.  Oman,  His- 
tory of  Greece,  Ch.  i.  Holm,  History  of  Greece,  Ch.  ii. 
Curtius,  History  of  Greece,  the  whole  of  Chapter  i.  Kiepert, 
Manual  of  Classical  Geography,  138-179. 

a.  Physiography. 

(1)  Diversity  of  features.  Holm,  I,  24-30.  Oman, 
1-10.     Abbott,  I,  Ch.  i,  §§  1-4  and  13-15. 

(2)  Climate  and  products.  Oman,  5,  15.  Curtius,  I, 
14-25. 

(3)  Contrasts  with  seats  of  Eastern  culture  already 
studied. 

(4)  Geographical  advantages,  and  influence  of  the  land 
on  the  people.  Myers,  History  of  Greece,  9-1 1.  West, 
Ancient  History,  78-8 1 .    Harrison,  Story  of  Greece,  1-1 8. 

b.  Political  divisions. 

(1)  States  of  the  mainland.  Morey,  Outlines  of  Greek 
History,  74-77.  Botsford,  Ancient  History,  42-47. 
Oman,  10-17. 

(2)  The  Island-states:  "Stepping-stones."    Oman,  18. 

1  NOTE.  —  In  this  outline,  all  references  to  Bury,  History  of  Greece,  are  to  the 
one-volume  edition ;  references  to  Grote  are  to  reprint  of  2d  London  edition. 


74  Ancient  History 


Morey,    73.      Myers,    Greece,    8-9.      Tozer,    Classical 
Geography,  90-92. 
Map  Work: 

Two  outline  maps  of  the  Balkan  peninsula,  the  ALgezn 
and  Black  seas,  and  Asia  Minor ;  one  to  show  the  physical 
features,  the  other  to  be  kept  as  a  progressive  historical 
map  throughout  the  study  of  Greece. 
9.   The  People:  Migration  and  Expansion. 
General  References : 

West,  Ancient  History,  82-90  (very  radical) .  Swoboda, 
Greece  (Temple  Primer),  1-5  (excellent).  Botsford, 
History  of  Greece,  1-10,  21-29.  Holm,  History  of 
Greece,  Chs.  i  and  vii.  Tarbell,  Greek  Art,  Ch.  ii.  Mahaffy, 
Survey  of  Greek  Civilization,  22-40;  and  Social  Life  in  Greece, 
Chs.  ii  and  iii. 

(N.B.  —  Much  of  this  is  still  debatable  ground,  and 
opinions  are  not  settled ;  new  light  is  consta?itly  coming 
fro?n  excavations,  especially  in  Crete.) 

a.  "Pelasgians."     Morey,  Greece,  78,  93.     Oman,  Greece, 

19-22  (antiquated).     Holm,  II,  44-47,  55-62. 

b.  Early  and  later  ^gean  culture  as.  shown  by  archaeology  : 

Tiryns  and  Mycenae  (3d  and  2d  millennium  B.C.). 
Morey,  86-94.  Abbott,  Greece,  I,  40-49.  Bury, 
Greece,  7-39.  Gardner,  New  Chapters  in  Greek 
History,  64-67  (Mycenean  Tombs). 

c.  Conquests  by  Greeks,  coming  in  waves,  1500  B.C.  on; 

fusion,  expansion.  Harrison,  79-81.  Bury,  39-43  (with 
details,  also  43-64) . 

d.  Oriental  influence,  real  and  mythical.     Bury,  76-79,  83. 

Curtius,  I,  48-52.     Harrison,  Story  of  Greece,  122-128. 

Abbott,  I,  49-57.     Holm,  I,  91-99. 

Sources:  Herodotus,  Bk.  I,  56-57,  146  (early  peoples). 
Thucydides,  Bk.  I,  §§  2-8. 
Additional  Topics  : 

A.  The  ancient  palace.  Gardner,  New  Chapters  in 
Greek  History,  Ch.  iv.     Odyssey,  Bk.  VII,  84  ff. 


Outline  of  Ancient   History  75 

B.  The  life-work  of  Dr.  Schliemann.  Tsountas  and  Manatt, 
The  Mycenean  Age.  Schuchhardt,  Schliemann's  Excavations. 
Schliemann,  Mycenae ;  Tiryns ;  Troja. 

to.   The  Epic,  or  "Homeric,"  Age,  1000-700  b.c.   (approxi- 
mately) . 
General  References: 

Morey,  Outlines  of  Greek  History,  94-104.  Holm, 
Greece,  I,  166-172.  Abbott,  I,  162-174.  Curtius,  I, 
160-171.  Timayenis,  History  of  Greece,  I,  25-35.  Jebb, 
Greek  Literature  (Primer),  19-40. 

a.  The   Source  —  Homer :    historical    and    literary    value. 

Myers,  Greece,  501-503.  Botsford,  Greece,  10,  28,  96. 
Bury,  Greece,  65-69.  Jebb,  Primer,  31-37.  Freeman, 
Historical  Essays,  2d  Series,  Lecture  ii  ("  Mr.  Gladstone's 
Homer  and  the  Homeric  Age  ").    Grote,  Greece,  Part  I,  Ch.  xxi. 

b.  Social  and  political   organization :   the  family  and  the 

government.  Bury,  Greece,  69-73.  West,  90-96. 
Mahaffy,  Survey,  Chs.  i  and  ii ;  and  Social  Life,  Chs.  ii  and  iii. 
Fustel  de  Coulanges,  The  Ancient  City,  m-131.  Gardner- 
Jevons,  Greek  Antiquities,  404-414. 

c.  Religion.      Harrison,  Story   of  Greece,   19-22;    32-44. 

Oman,  Greece,  39-46.  Bulfinch,  Age  of  Fable,  1-14. 
Curtius,  1, 61, 65-70.  Holm,  1, 122-134.  Grant,  Pericles, 
12-38.      Gayley,  Classic  Myths,  51-73. 

d.  The  Trojan  War  and  the  return  of  the  chiefs.     Myers, 

Greece,  21-26.  Jebb,  Primer,  21-25.  Harrison,  50-68  ; 
69-76.      Gayley,  284-302 ;  313-335. 

e.  The  Dorian  invasion,  and  the  settlement  of  Asia  Minor. 

Wolfson,  Essentials  of  Ancient  History,  70-71.  Swo- 
boda,  Greece  (Temple  Primer),  8-12.  Abbott,  Greece, 
I,  Ch.  iii,  §§  1-4  ;  Ch.  iv,  §§  1-6  and  §  10.  Harrison, 
III-I2I.  Holm,  I,  135-148,  154.  Curtius,  I,  115-122,  131- 
134,  142-144. 

Sources:  Homer,  the  Iliad  and  the  Odyssey.  Fling, 
European  History  Studies,  I,  No.  1.  Historical  Sources 
in  Schools,  pp.  34-35.  West,  Ancient  History,  96,  has 
admirable  topics  based  on  the  Homeric  poems. 


y6  Ancient  History 


Imaginative   Literature :    Hawthorne,   Wonder-book  ; 
Tanglewood  Tales.     Kingsley,  Greek  Heroes.     Charles 
Lamb,  The  Adventures  of  Ulysses. 
Additional  Topic : 

Early  Greek  art.    Tarbell,  Greek  Art,  Ch.  ii.    Goodwin,  Hand- 
book of  Greek  Sculpture,  Ch.  i. 

ii.   "Greek  Reconstruction  of  Early  History." 
General  References : 

Bury,  Greece,  79-84.     Botsford,  Greece,  103,  note. 

a.  Genealogy:  Hellenes  and  subdivisions.     Morey,  Greece, 

79.  Curtius,  I,  38.  Botsford,  Greece,  103,  note. 
West,  98-99.  Oman,  Greece,  22-24.  Grote,  I,  96-105, 
Ch.  v. 

b.  Legends   of   local   heroes :    Heracles,   Minos,   Theseus, 

Jason,  CEdipus.  Myers,  Greece,  15-21.  Harrison, 
Story  of  Greece,  81-91  (especially  Minos  and  Theseus). 
Curtius,  I,  69-73.  Holm,  I,  Ch.  x.  Grote,  I,  340-461, 
Ch.  xvi. 

c.  The  Hesiodic  poems  (especially  the  Theogony).     Oman, 

Greece,  39.  Swoboda,  1.  Jebb,  Primer,  39-48, 
especially  44.  Murray,  Ancient  Greek  Literature, 
53-62. 

d.  Chronology.     Curtius,    I,   169-171.     Mahaffy,  Problems  in 

Greek  History,  Ch.  v. 

12.  The  States,  and  the  Beginnings  of  Leagues. 
General  References  : 

West,  91-94.    Bury,  Greece,  72-75, 157,  161.    Swoboda, 
7-8,  10-28. 

a.  The  thriving   city  centres   before  700  B.C.     Cox,  The 

Greeks  and  the  Persians,  4-10.  Botsford,  Greece, 
20-29. 

b.  The  City-state.     Morey,   Greece,    105-109.     Fowler,  The 

City-State  of  the  Greeks  and  Romans,  Chs.  i-iii. 

c.  Amphictyonies.     Botsford,  Greece,  as  above.     Curtius,  I, 

123-131.  Grote,  Part  II,  Ch.  ii  and  beginning  of  Ch.  iii 
(Vol.  Ill,  243-253).  See  additional  topic  C,  sec- 
tion 14. 


Outline  of  Ancient  History  yy 

Map  Work: 

On  an  outline  map  indicate  by  means  of  colors  the  Delian  and 
Delphian  Leagues  (Botsford,  Greece,  map  opposite  page  29). 
Include  also  principal  city-centres. 

III.    State    and   National    Development    in   Greece   to   the 
Foreign  Wars,  750-500  B.C. 

13.  Age  of  Colonial  Expansion. 
General  References  : 

General  accounts  are  all  long  and  detailed  and  need  to 
be  cut.  This  lesson  may  be  well  treated  by  class-room 
drill  on  a  large  board-map. 

Botsford,  Ancient  History,  65-72.  Morey,  Greece, 
138-148,  especially  the  list  of  colonies,  138. 

Longer  Accounts  :  Oman,  Greece,  47-59  »  81-93. 
Holm,  I,  267-294.  Abbott,  Greece,  I,  333-365.  Freeman, 
Story  of  Sicily,  Chs.  ii,  iv. 

a.  Causes  of  colonization.     Bury,  Greece,  86-89.     Abbott, 

Greece,  I,  353~358-     Curtius,  I,  432"433>  435~436- 

b.  Character  and  organization  of  a  colony  ;  connection  with 

mother-city.  Botsford,  Greece,  39-40.  Oman,  Greece, 
92-93.  Bury,  Greece,  87-88.  Curtius,  I,  496-500. 
Abbott,  Greece,  1, 355  and  following.   Harrison,  217-221 . 

c.  Chief  centres.     Swoboda,  15-20.     Botsford,  Greece,  30- 

39.     Curtius,  I,  468-473. 
Map  Work. 

The  Mediterranean  Basin,  with  principal  colonies,  distinguish- 
ing Ionian,  ^Eolian,  Dorian,  and  Achaean. 

Sources :  Thucydides,  Bk.  VI,  2-5  (for  Sicily) .  Herodo- 
tus, Bk.  II,  154  (for  Naucratis)  ;  IV,  150  fF.  (for  Cyrene). 

14.  Order  of  Political  Evolution. 
General  References : 

Botsford,  Greece,  64-70.  Morey,  Greece,  109-111. 
Holm,  I,  251-263  (Ch.  xx).  Grote,  Greece,  III,  1-11. 
Greenidge,  Handbook  of  Greek  Constitutional  History,  12-23, 
60-73  (ar)d  a'l  °f  Ch.  ii) . 

a.  Monarchy  to  aristocracy  (oligarchy).     Swoboda,  13-14. 

Fowler,  The  City-State,  Ch.  iv. 

b.  Tyrannies.     Swoboda,  28-31.     Holm,  I,  305-315.     Cox, 


78  Ancient  History 


History  of  Greece,  I,  39-46.     Bury,  Greece,  148-157. 
Abbott,  Greece,  I,  366-369,  followed  by  accounts  of 
tyrants  in  detail.     Harrison,  129-136.     Mahaffy,  Social 
Life,  2IO-2I8  ;   and  Problems,  Ch.  iv.     Greenidge,  27-33. 
c.    Democracies,  or  reversion  to  oligarchies  (cf.  sections  15 

and  16). 
d.    Growth  of  popular  discontent.     Curtius,  I,  265-267. 
Additional  Topics : 

A.  Polycrates.  Harrison,  221-228.  Oman,  Greece, 
132,  135.     Herodotus,  Bk.  Ill,  120-128. 

B.  The  Wooing  of  Agariste.  Botsford,  Greece,  64-65. 
Curtius,  I,  284-288.     Herodotus,  Bk.  VI,  126-131. 

C.  The  Sacred  War.  Bury,  Greece,  157-159.  Curtius,  I,  281- 
284.  (This  topic  may  be  treated  under  Amphictyonies,  section 
12,  c.) 

15.   Growth  of  Sparta:  a  Military  Aristocracy. 
General  References : 

Swoboda,  20-22;  25-28.  Bury,  Greece,  120-135. 
Oman,  Greece,  Chs.  vii  and  viii.  Abbott,  Greece,  I, 
194-224.      Grote,  II,  Part  II,  Ch.  vi,  337-421  (Lycurgus). 

a.  Place  and  people.     Morey,  Greece,  112.     Oman,  63-64. 

Grote,  Part  II,  Ch.  iv  (Vol.  II,  298-325). 

b.  Institutions  and  government ;  myth  of  Lycurgus.    Morey, 

Greece,    113-115.     Oman,  64-72.     Harrison,  92-119. 

Gilbert,  Constitutional  Antiquities,  3-83.     Gardner- J evons, 

Greek  Antiquities,  Ch.  iii  (423-432). 

Sources:  Historical  Sources  in  Schools,  §  12.  Fling, 
European  History  Studies,  I,  No.  3  (for  c,  also) .  Plutarch, 
Lycurgus. 

c .  System  and  aim  of  education ;    mode  of  life.     Morey, 

Greece,  1 1 6- 1 17.  Timayenis,  Greece,  I,  64-74.  Bury, 
130-134.  Curtius,  I,  215-228.  Felton,  Ancient  and 
Modern  Greece,  Course  II,  Lecture  vii.  Grote,  Part  II, 
Ch.  vi  (see  Index). 

d.  Messenian  wars ;    the   Peloponnesian   League.     Morey, 

1 18-120.  Bury,  202-204.  Curtius,  I,  229-233;  239- 
242.  Harrison,  205-216.  Abbott,  I,  259-263;  273-278. 
Holm,  I,  193-200;  202-207. 


Outline  of  Ancient  History  79 

Sources  :  See  above,  topic  b.  Fling,  European  History 
Studies,  I,  No.  3.  For  the  War  Songs  of  Tyrtseus,  Jen- 
nings and  Johnston,  Half-hours  with  Greek  and  Latin 
Authors,  138-140.  Aristotle,  Politics,  Bk.  II,  5,  6,  8, 11  (Spartan 
Women).  Compare  Grote,  II,  383-389,  with  Plutarch's  Lycurgus. 
Map  Work: 

Peloponnesus,  showing  Spartan  sphere   of  influence, 
500  B.C. 
16.  Growth  of  Athens:  Progress  toward  Democracy. 
General  References  : 

Swoboda,   31-36.     Morey,  Greece,   120-135.     Oman, 
Greece,  Chs.  xi  and  xii.     Abbott,  Greece,  I,  Ch.  xiii. 

a.  Place  and  people;  mythical  monarchy.     Bury,  163-171. 

Grant,  Greece  in  the  Age  of  Pericles,  66-70.  Harrison, 
48;  163-171.     Holm,  I,  376-386. 

b.  Eupatrid  rule  :  Cylon  and  Draco.     Bury,  1 71-180.     Har- 

rison, 182-192.  Gardner- Jevons  (see  next  topic). 
Botsford,  Greece,  41-48. 

c.  Solon,     "the    Wise."      Harrison,     1 72-1 81  ;      193-204. 

Bury,  180-192.  Cox,  Greeks  and  Persians,  77-85  ; 
Greek  Statesmen,  I-31.  Grant,  70-84.  Gilbert,  Con- 
stitutional Antiquities,  126-143.  Gardner-Jevons,  Greek  An- 
tiquities, 440-448  (Draco  and  Solon).  Tabular  view:  Botsford, 
Ancient  History,  87. 

Sources:      Aristotle,     Athenian     Constitution,     3-13. 
Herodotus,  Bk.  I,  29-33  (Solon  and  Croesus). 

d.  Tyranny :   Pisistratus  and  the  Pisistratidae.     Bury,  192- 

200.  Harrison,  229-240.  Holm,  I,  405-419.  Gilbert, 
I44-I53- 

e.  Cleisthenes'    changes.     Bury,    211-215.     Grant,    84-92. 

Cox,  Greek  Statesmen,  61-71  ;  Greeks  and  Persians, 
89-99.  Harrison,  241-251.  Holm,  1, 421-431.  Abbott, 
I,  476-490;  and  for  constitutional  changes  from  Solon  to  Cleis- 
thenes, 541-547  (based  on  Aristotle).  Botsford,  Athenian  Con- 
stitution, 198-199  (citizenship),  Ch.  xi.  Gardner-Jevons 
Antiquities,  449-453  (Cleisthenes)  ;  454-504  (details 
as  to  rights  of  citizens,  magistrates,  etc.) . 


80  Ancient  History 


Sources :  Historical  Sources  in  Schools,  pp.  35-37. 
Aristotle,  Constitution  (Kenyon's  translation),  Chs.  i-xxi.  He- 
rodotus, Bk.  V,  66,  69-78  (for  Cleisthenes). 

17.  Intellectual  Progress  of  Hellas  to  500  b.c. 
General  References : 

West,  129-135.  Botsford,  Greece,  87-97  (and  note 
questions,  347-348).     Holm,   I,  Ch.  xxiv. 

a.  Art.     Morey,  Greece,  154-158.     Botsford,  Ancient  His- 

tory, 109-111.  Curtius,  11,66-71  (the  temple);  71-82 
(the  orders,  and  plastic  art) .     Tarbell,  Greek  Art,  1 13-159. 

b.  Poetry:     the    Lyric    Age.      Morey,    Greece,    158-161. 

Murray,  Ancient  Greek  Literature,  90-99  (Sappho)  ; 
109-116  (Pindar).  Jebb,  Primer,  49-69.  Felton,  An- 
cient and  Modern  Greece,  I,  Lectures  ix,  x. 

c.  Philosophy.     Bury,    319-321 ;     316-318    (Pythagoras). 

Morey,  Greece,  161 -164. 

d.  Deepening   religious   sense.     Botsford,  Greece,  97-101. 

Bury,  31 1-3 1 6.     Gardner,  New  Chapters  in  Greek  History, 

Ch.  xiii  ("Eleusis  and  the  Mysteries"). 

Sources:  Historical  Sources  in  Schools,  §§n,  12,  13. 
Jennings  and  Johnston,  Half-hours  with  the  Greek  and 
Latin  Authors,  284-287  (Hesiod)  ;  138-140  (Tyrtaeus)  ; 
302-307,  493-495  (Pindar). 

18.  Bonds  of  Union. 
General  References : 

Morey,  Greece,  149-153.  Curtius,  II,  Bk.  II,  Ch.  iv  ("The 
Unity  of  Greece").    Grote,  II,  236-269. 

a.  Common  language  and  ancestry. 

b.  Religion :  temples,  oracles,  festivals. 

c.  Amphictyonies  and  political  leagues.     Botsford,  Greece, 

97-103.  Holm,  I,  224  and  following.  Abbott,  Greece, 
II,  24-35.  Curtius,  I,  123-131.  Grote,  I,  100-101. 
For  political  condition  of  Hellas,  500  B.C.,  see  Botsford, 
Greece,  105-106;  Bury,  160-161. 

d.  Delphi  and  its  priesthood.     Holm,  I,  230-236,  249.     Curtius,  II, 

2-7;  20-28.     Grote,  I,  48  following.     Herodotus,  Bk.  II,  54-57. 

e.  Greek  Games.    Bury,  139-144.    Curtius,  II,  27-35.  Grote, 


Outline  of  Ancient  History  81 

IV,  67-73.  Holm,  I,  236-242.  Gardner,  New  Chap- 
ters in  Greek  History,  273-302.  Diehl,  Excursions  in 
Greece,  Ch.  vii.     Gardner  and  Jevons,  Greek  Antiquities,  269- 

274;  3^3-322- 

Source :  Fling,  European  History  Studies,  I,  No.   1, 
part  2  (selection  from  Pausanias). 
Additional  Topics: 

A.  Greek  oracles.  Gardner,  New  Chapters  in  Greek 
History,  Ch.  xiv.  Diehl,  Excursions  in  Greece,  Ch.  iii. 
Herodotus,  Bk.  II,  54. 

B.  The  Pantheon  of  Homeric  and  historic  times.  Gardner 
and  Jevons,  108-162.  '• 

IV.     Foreign   Wars    of    the    Greeks  :    Independence.     560- 
479  B.C. 

19.  Lydian  and  Persian  Conquests  in  Asia  Minor. 

Review  section  7,  d  (2),  e ;  and  section  6. 
General  References : 

Swoboda,  Greece,  36-38.  West,  136-140.  Holm,  II, 
1-15.     Grundy,  Great  Persian  War,  Chs.  i-iii. 

a.  Croesus.     Bury,  223-229.     Harrison,  252-267. 

Source :  Herodotus,  Bk.  I,  50-92,  26-28. 

b.  Cyrus  and  Cambyses.   Bury,  225-235.    Harrison,  268-285. 

Source:  Herodotus,  Bk.  I,  141-176. 

20.  Scythian  Expedition  and  Ionic  Revolt. 
General  References : 

Swoboda,  38-40.  Morey,  Greece,  169  ;  174-176. 
Curtius,  II,  180-204. 

a.  Darius ;    the   northern   frontier ;    the   Hellenic  tyrants. 

Bury,   Greece,   238-241.      Harrison,   285-289.      Cox, 
General  History  of  Greece,  Bk.  II,  Chs.  i,  ii.     Grote, 
IV,  264-273  (Ch.  xxxii). 
Source:  Herodotus,  Bk.  IV,  48-66  (Scythians). 

b.  Sardis,  Lade,  Miletus;  results.     Bury,  241-247.     Harri- 

son, 289-296.  Abbott,  II,  49-57,  66-68.  Cox,  Greeks 
and  Persians,  99-112 

Source:  Herodotus,  Bk.  VI,  6-18  (Lade). 
Sources:    Herodotus,  *Bk.  Ill,  36-39   (Cambyses  and 


82  •    Ancient  History 


Darius)  ;  120-128  (Polycrates)  ;  90-96  (tribute)  ;  129- 
138  (Democides)  ;  139-149  (Samos)  ;  IV,  1-144  (Scy- 
thian expedition)  ;  V,  23-VI,  42,  especially  31-37  and 
49-55  (Ionic  revolt)  ;  V,  1-22  (the  Persians  in  Europe). 
Bury  warns  the  reader  to  remember  that  Herodotus 
reflects  Periclean  Athens. 
Map  Work: 

The  chief  Ionian  cities. 
21.   The  Persian  Invasion,  492-479  b.c. 
General  References : 

West,  140-153;  Botsford,  Ancient  History,  1 18-134; 
Wolfson,  Essentials  of  Ancient  History,  1 14-129,  all 
supplement  one  another  admirably.  Abbott,  Pericles, 
17-38.  Botsford,  Greece,  120-136.  (N.B.  —  There  is 
still  danger  of  spending  too  much  time  on  wars,  but  the 
following  longer  accounts  are  cited  for  reference :  Holm, 
II,  Chs.  ii-v.  Abbott,  Greece,  II,  Chs.  i-v.  Oman, 
Chs.  xvii-xx.  Bury,  Greece,  Chs.  vi,  vii.  Grundy,  Great 
Persian  War.     Cox,  The  Greeks  and  the  Persians.) 

a.  Causes ;  resources  of  Greeks  and  Persians ;  expeditions 

sent  by  Darius  (Marathon,  490  B.C.).  Holm,  II,  16- 
24.  Harrison,  297-309.  Cox,  Greek  Statesmen,  100- 
115;  Greeks  and  Persians,  1 18-135.  Abbott,  Greece, 
II,  81-89,  9I~97- 

Source:  Herodotus,  Bk.  VI,  102-117  (Marathon). 

b.  The  ten  years'  respite,  490-480  B.C. :  Themistocles  and 

Aristides.  Cox,  Greeks  and  Persians,  1 21-123  ;  Greek 
Statesmen,  1 16-1 18, 129-130.  Holm,  II,  31-35.  Grote, 
IV,  336-338  ;  V.  50-56.     Harrison,  310-321. 

Source :  Herodotus,  Bk.  VII,  61-70  (Xerxes'  prepa- 
rations) . 
C.  The  third  expedition :  Xerxes  (Thermopylae  and  Sala- 
mis,  480  B.C. ;  Plataea  and  Mycale,  479  B.C.)  ;  results. 
Harrison,  335-380,  a  detailed,  but  very  lively  account. 
Curtius,  II,  Bk.  Ill,  Ch.  i  ("The  Wars  of  Liberation ") . 
Sources  :  Herodotus,  Bk.  VII,  207-213,  223-226  (Ther- 
mopylae and  ArtemisTum)  ;  Bk.  VIII,  56-64,  78,  79,  87-91 


Outline  of  Ancient  History  83 

(Salamis),  140-144  (Plataea  and  Mycale).     Plutarch,  Lives 
of  Aristides  and  Themistocles. 
Additional  Topics : 

A.  The  Alcmaeonidae.     Curtius,  see  Index. 

B.  Monuments  of  victory  erected  by  the  Greeks.  Duruy, 
Greece,  II,  Part  II,  414,  416-419,  Ch.  xvi;  477,  494,  Ch.  xvii. 

C.  The  battle  of  Salamis,  from  "The  Persians"  of  ^Eschylus 
(verses  353-514),  with  comparison  of  the  account  in  Herodotus 
(Bk.  VIII,  79  ff.).  "The  Persians  of  Timotheus,"  Independent, 
Vol.  55,  825-828,  and  867-868  (April  9,  1903).  "  Timotheos  and 
the  Persians"  (J.  Irving  Manatt),  Atlantic,  Vol.  93,  234-241  (Feb., 
1904)  is  very  interesting. 

Imaginative  Literature  :  Browning,  Phidippides.  (Note, 
however,  that  this  reflects  more  enmity  between  Sparta 
and  Athens  than  existed  at  this  time.) 

22.  "  The  Punic  Invasion,"  485-480  b.c.  :  the  Carthaginians 

in  Sicily. 
General  References : 

Botsford,  Greece,  136-139.  Swoboda,  46-48.  Bury, 
296-308.  Abbott,  Greece,  11,439-446.  Holm,  II,  78-89. 
Grote,  V,  213-232.     Freeman,  Story  of  Sicily,  Chs.  v,  vi. 

a.  "  Western  Greece  "  :  chief  centres  and  previous  history. 

Botsford,  Greece,  136-137. 

b.  Carthage  :  understanding  with  Persia.     Botsford,  Greece, 

137-139.      Freeman,  Story  of  Sicily,  Ch.  v. 

c.  Gelon:    Himera  and  results.      Cox,  Greek   Statesmen, 

212-220. 

Source:  Herodotus,  Bk.  VII,  163-167. 
V.    The  Preeminence  of*Athens,  479-431  B.C. 

23.  The  Delian  League  and  the  Athenian  Empire,  477- 

461   B.C. 
General  References : 

Swoboda,  49-56.     Grant,  Pericles,  101-115.     Grote, 

V,  251-^264.      Holm,  11,90-137.    Cox,  Athenian  Empire,  1-31. 

Bury,  Ch.  viii. 

a.   Themistocles   and  the    fortification    of   Athens.      Cox, 

Greek  Statesmen,  189-194;  Athenian  Empire,  15-24. 

Abbott,    Greece,    II,    267-273,    287-292.      Harrison, 

362-387  (for  b  also) . 


84  Ancient  History 


Source:  Thucydides,  Bk.  I,  135-139. 

b.  Aristides  and  the  leadership  of  the  Asiatic  Greeks.    Cox, 

Greek  Statesmen,  122-127.     Abbott,  Age  of  Pericles, 

36-45- 

Source  :  Aristotle,  Athenian  Constitution,  24. 

For  Pausanias:  Abbott,  Greece,  II,  251-263.     Holm,  II, 

90-102. 

Source:  Thucydides,  Bk.  I,  126-134. 

c.  Cimon  and  naval  victories :  the  league  becomes  an  empire. 

Morey,  Greece,  207-209.  Botsford,  Greece,  Ch.  viii. 
For  treatment  of  subject  cities:  Abbott,  Greece,  II, 
344-346;  Holm,  II,  211-222. 

d.  Political   parties   at  Athens ;    attitude    toward    Sparta. 

Harrison,  388-394.    Botsford,  Greece,  15 1-161.   Oman, 
Greece,  245-258.     Holm,  II,  140-146,  149-159- 
Source  :  Thucydides,  Bk.  I,  89-118,  the  "  Pentekontaetia." 
Additional  Topics : 

A.  For  debate:  the  ethics  of  the  Athenian  policy. 

B.  The  government  o,f  Athens  during  this  period.  Gilbert, 
Constitutional  Antiquities,  153-155.  Greenidge,  Handbook  of 
Greek  Constitutional  History,  189-204.  Freeman,  Historical 
Essays,  2d  Series,  143-146.     Grote,  V,  Ch.  xlv,  290-352. 

Map  Work: 

The  Athenian  Empire  at  its  greatest  extent,  about  456  B.C.  For 
list  of  tributary  states,  see  Morey,  Greece,  216. 

24.  The  Periclean  Age  and  the  Athenian  Democracy, 
461-431  B.C. 
General  References  : 

Swoboda,  59-63.  West,  165-174.  Bury,  Ch.  ix. 
Freeman,  Historical  Essays,  2d  Series,  146-154.  Ranke,  Universal 
History,  I,  209-227. 

a.  Foreign  policy :  Egypt,  Persia,  Cyprus.    Botsford,  Greece, 

169-171.     Holm,  II,  Ch.  xvii. 

b.  Government  :    magistrates    and    assemblies.      Botsford, 

Greece,  172-179.     Morey,  Greece,  217-223.     Holm,  II, 
196-206.     Abbott,  Pericles,  258-270,  271-281.     Grote, 
V,  362-371,  Ch.  xlvi;  401-407,  Ch.  xlvi.     Curtius,  II,  481-500. 
Source  :  Aristotle,  Constitution,  28  and  following. 


Outline  of  Ancient  History  85 

c.  Education :  the  aim  and  the  means.    Mahaffy,  Old  Greek 

Life  (Primer),  52-57.  Felton,  Ancient  and  Modern 
Greece,  II,  Lecture  viii,  423-433,  most  valuable.  Grant, 
Pericles,  296-311. 

d.  Social  life.     Morey,  Greece,  251-261.     Myers,  Greece, 

542-553.  Mahaffy,  Primer,  62-80.  Felton,  II,  356-398. 
Grant,  Pericles,  209-238.  Abbott,  Pericles,  341-367.  See 
index  of  Gulick,  Life  of  the  Ancient  Greeks,  and  of 
Blumner,  Home  Life  of  the  Ancient  Greeks. 

e.  Pericles  the  man  :  his  character  and  influence.    Harrison, 

394-400,  404-405.  See  also  Cox,  Greek  Statesmen; 
Abbott,  Pericles ;  Grant,  Pericles. 

Source:    Thucydides,   Bk.    II,   34-46,  the   Funeral 
Oration.     (Partially  and  conveniently  quoted  in  Shel- 
don, General  History,  105-107.)      Plutarch,  Pericles. 
Topic  for  Debate : 

The  failure  of  Athens  to  maintain  Hellenic  unity.  Holm,  II, 
236-242,  and  the  books  already  referred  to.  (This  may  be  treated 
under  section  26.) 

Imaginative  Literature :  Landor,  Imaginary  Conversa- 
tions, "Pericles  and  Aspasia."    Bulwer-Lytton,  Pausanias 
the  Spartan  (incomplete).     Browning,  Balaustion's  Ad- 
venture, and  Aristophanes1  Apology. 
25 .   Intellectual  Life  ;  The  Athenian  Genius. 
General  References : 

Harrison,  405-410.  West,  174-192.  Wolfson,  145-161. 
Botsford,  Greece,  157-162,  185-186.  Mahaffy,  Survey  of 
Greek  Civilization,  Ch.  v.  Curtius,  II,  592-641,  Athens  the 
centre  of  intellectual  life. 

a.  Art:  beautification   of  the   city;   sculpture.      Botsford, 

Greece,  see  above,  and  179-185.  Holm,  II,  Ch.  xx. 
Abbott,  Pericles,  Ch.  xvii.  Tarbell,  Chs.  ill,  viii.  Gardner, 
Handbook  of  Greek  Sculpture,  Ch.  iii.  Gardner,  Ancient 
Athens. 

b.  Literature :  drama  and  history.     Abbott,  Pericles,  289- 

303.  Morey,  Greece,  242-247,  249-251.  Murray,  His- 
tory of  Ancient  Greek  Literature,  203-215,  232-250.  Jebb, 
Primer,  69-109. 


86  Ancient   History 

c.    Philosophy.    Botsford,  Greece,  186-187.    Morey,  Greece, 

248-249.     Felton,  456-459. 

Sources  :  Convenient  and  well-chosen  extracts  in  Jennings 
and  Johnston,  Half-hours  with  Greek  and  Latin  Authors:  49- 
53,  470-478  (/Eschylus)  ;  88-95,  267-273  (Sophocles)  ;  415-423 
(Euripides)  ;  67-72  (Aristophanes).  The  last  two  authors  would 
better  be  read  under  the  period  of  the  New  Learning,  section  28,  c. 
Map  Work: 

Athens,  with  her  fortifications,  and  principal  buildings.  (See 
Botsford,  Greece,  179;  Myers,  Greece,  247;  Pennell,  Greece,  72; 
West,  175,  177 ;  Morey,  Greece,  228-232 ;  for  convenient  maps) . 

VI.    Wars  between  the  Greek  States :  a  Century  of  Strife, 
461-362  B.C.  ;  the  Macedonian  Invasion. 

26.  The  Athenian  Attempt  at  Land  Empire,  461-445  B.C. 

a.  Pericles1  policy  and  alliances. 

b.  Wars  with  Peloponnesians  and  Boeotians. 

c.  Thirty  Years'  Truce. 
References  : 

Swoboda,  53-58.  Harrison,  400-404.  Botsford,  Greece, 
164-172.  Abbott,  Greece,  II,  328-334;  340-344.  Cox, 
Athenian  Empire,  31-41.  Grant,  Pericles,  1 20-131. 
Grote,  V,  326-333;  346-352.     Oman,  256-267;  274-279. 

Source  :   Thucydides,  Bk.  I,  101-118. 
Map  Work: 

The  Athenian  Empire  and  the  States  allied  with  Athens 
and  with  Sparta,  431  B.C. 

27.  The  Peloponnesian  War,  431-404  b.c. 
General  References : 

Morey,  Greece,  263-276.     Cox,  Athenian  Empire,  52-231. 

a.  Causes ;  resources  of  each  side.    Swoboda,  66-68.    Har- 

rison, 41 1-420.      Holm,  II,  306-324. 

Source:  Thucydides,  Bk.  I,  19;  II,  9,  13,  62. 

b.  Periods. 

(1)  Indecisive,  431-421  B.C.:  Cleon  and  Brasidas. 
Swoboda,  69-75.  Harrison,  421-429.  Cox,  Greek 
Statesmen,  142-146;    152-154.      Bury,  Greece,  Ch.  x. 

(2)  Sicilian  Expedition  (with  interval  preceding), 
421-413  B.C. :  Nicias  and  Alcibiades.     Swoboda,  75- 


Outline  of  Ancient  History  87 

80.     Harrison,    444-458.     Myers,   Greece,    336-371. 

Grote,  VII,  147-162.     Bury,  466-484. 

(3)  Persian  activity,  413-404  B.C. :  Alcibiades  and 

Lysander.     Swoboda,  80-85.     Botsford,  Greece,  228- 

238.       Harrison,    459-469.      Curtius,  III,  Ch.  v    ("The 

Decelean  War"). 
c.   Results;  political  condition  of  Hellas.     Sankey,  Spartan 

and  Theban  Supremacies,  1-10.     Curtius,  III,  570-586. 

Cox,  Athenian  Empire,  226-231.     Holm,  II,  526-534 

(Ch.  xxx). 

Sources :  Historical  Sources  in  Schools,  pp.  39-42. 
Thucydides'  account  of  the  Sicilian  Expedition  may  be 
treated  under  three  heads  in  special  reports  by  three 
divisions  of  the  class:  (1)  Preparations,  (2)  Operations 
about  Syracuse,  (3)  The  End  and  its  Results. 
Map  Work: 

The  Syracusan  campaign. 

28.  The  New  Learning. 
General  References : 

Morey,  Greece,  287-288,  290-291,  293-295.  Botsford, 
Greece,  217-227. 

a.  Philosophy:  The  sophists  and  rhetoricians.     Holm,  II,  423-435, 

452-456;  III,  27-30. 

b.  Socrates.     Jebb,  Primer,  124-128.     Murray,  History  of 

Ancient  Greek  Literature,  170-177.     Curtius,  IV,  148- 

164. 

Sources:  Plato,  Apology  and  Crito,  conveniently  in 
Church,  Trial  *  and  Death  of  Socrates.  Xenophon's 
Memorabilia. 

c.  The     Drama    (Euripides    and    Aristophanes).       Jebb, 

Primer,  96-101.  Holm,  II,  447-452.  Murray,  280- 
292.    Curtius,  IV,  98-106.    (See  also,  section  25,  Sources.) 

d.  History:  contrast  and  comparison  between  Thucydides 

and  Herodotus  (see  section  25,  b,  and  section  32,  a). 
Jebb,  Primer,  101-109.  Holm,  II,  435-441.  Murray, 
184-202. 


88  Ancient  History 


Additional  Topic : 

Alcibiades  as  an  illustration  of  his  times.     Harrison,  430-443. 
See  Index  in   Curtius;    in   Sankey,    The   Spartan   and  Theban 
Supremacies ;    in  Cox,  Athenian   Empire ;    in   Grote. 
Source :   Plutarch,  Alcibiades. 

29.   The  Hegemony  of  Sparta,  404-371  b.c. 
General  References: 

Swoboda,  88-104.  Harrison,  469-481.  Mahaffy, 
Survey,  165-188.  Bury,  514-574.  Sankey,  Spartan  and 
Theban  Supremacies,  Chs.  i-xi. 

a.  Policy   of  Sparta:    Lysander.     Botsford,   Greece,   250- 

261.     Sankey,  3,  4,  27-29,  79-80,  83,  91-95,  113-114. 
Source :  Plutarch,  Lysander. 

b.  Wars:  Agesilaus. 

(1)  Persian  :  Anabasis  ;  Antalcidas. 

(2)  Domestic:  Peloponnesus,  Chalcidice,  New 
Athenian  League,  Leuctra.  Botsford,  Greece,  261- 
274.  Sankey,  146-156  (Chalcidic  League).  West, 
202-209.  Holm,  III,  1-14,  63^70,  74-81,  84-91.  Oman,  417- 
436,  450-468  (for  details). 

Source :  for  Agesilaus,  Plutarch  and  Xenophon. 

c.  Estimate  of  Spartan  power,  and  reasons  for  her  failure  to 

secure   Hellenic  unity.     Wolfson,  192-193.     Sankey, 

7-10.     For  comparison  with  Athens,  Cox,  Athenian 

Empire,  229-231. 

Sources :  Xenophon,  Hellenica,Bks.  Ill— VII ;  Anabasis 
(see  Historical  Sources  in  Schools,  pp.  42-44),  con- 
veniently in  Jennings  and  Jo.hnston,  42-48  (Cunaxa)  ; 
333-339  (Retreat).  Lysias  (Gillies's  translation),  especially 
Eratosthenes.  Isocrates  (Freese's  translation) ,  Panegyricus. 
Additional  Topics : 

A.  Contrast  and  comparison  between  the  first  and  second 
Leagues  of  Athens.  Holm,  III,  84-91.  Greenidge,  189-204. 
Gilbert,  Constitutional  Antiquities,  416-444  and  following. 

B.  Contrast  and  comparison  between  the  rule  of  the  Four 
Hundred  and  the  rule  of  the  Thirty.  Curtius,  III,  466-476,  485- 
486 ;  IV,  20-30,  39,  57-61.    Aristotle,  Constitution,  Chs.  35  ff. 


Outline  of  Ancient  History  89 

30.   The  Attempted  Hegemony  of  Thebes,  371-362  b.c. 
General  References : 

Swoboda,  104-110.  Harrison,  481-485.  Botsford, 
Greece,  273-284.  Bury,  Greece,  591-626.  Sankey,  162-217 
(for  Pelopidas,  163-168). 

a.  Leuctra.     Sankey,  174-175, 183-192.    Holm,  III,  92-103. 

Curtius,  IV,  410-420.     Oman,  466-468. 

b.  Policy  of  Epaminondas :  Peloponnesus,  Persia,  Athens. 

Sankey,  167-170,  192-195.     Holm,  III,  105-115. 

c.  Mantinea  and  the  end  of  Theban  leadership.     Curtius, 

IV,  503-510.  Holm,  III,  1 18-129.  Sankey,  216-224. 
Grote,  X,  340-351. 

Sources:  Plutarch,  Pelopidas.  Nepos,  Epaminon- 
das. 

31.  The  Western  Greeks,  410-300  b.c.  (approximately). 
General  References : 

Botsford,  Greece,  239-249.  Morey,  Greece,  284-286. 
Swoboda,  126-129.  Myers,  Greece,  424-428.  Allcroft 
and  Masom,  Greece,  IV,  Ch.  vi  ("Sicilian  Affairs"). 

a.  Outline  of  the  Sicilian  history  in  review  (see  section  22). 

Botsford,  Ancient  History,  67-69,  105,  132-133,  170- 
178,191-198.  Botsford,  Greece,  see  Index.  Bury,  304- 
311,  629-673. 

b.  Dionysius  I.      Swoboda,    123-126.       Botsford,   Greece, 

239-245.  Oman,  Greece,  437-446/  Bury,  Greece,  663- 
666  (estimate  of  Dionysius).     Holm,  III,  130-142. 

c.  Timoleon,  the  Liberator.      Holm,  III,  401-404.      Bury, 

673-680. 

Longer  Accounts :  Freeman,  Story  of  Sicily ;  and  His- 
tory of  Sicily. 

Source :   Plutarch,  Timoleon. 

32.  Literature  and  Art,  400-350  b.c.     (See  note  at  end  of 

section.) 
General  References  : 

Botsford,  Greece,  284-295.  Holm,  III,  Ch.  xii.  Ma- 
haffy,  Survey,  Chs.  vi-vii.    Allcroft  and  Masom,  V,  Ch.  xi. 


90  Ancient  History 

a.  "  From  poetry  to  prose.1' 

(i)  History.  (Compare  Xenophon  with  Herodotus 
and  Thucydides,  see  section  28,  d.)  Jebb,  Primer, 
109-114.       Murray,    314-324.      Curtius,  V,  156-165,  II, 

549-554- 

For  Sources,  see  section  29. 

(2)  Oratory :  Lysias  and  Isocrates.  Jebb,  Primer, 
115-120.     Curtius,  V,  180-188.     Murray,  346-352. 

(3)  Philosophy:  Plato.  Jebb,  Primer,  124-129. 
Curtius,  V,  161-168.     Murray,  294-303,  311-315. 

b.  Art.     Curtius,  V,  200-214.     Tarbell,  Greek  Art,  Ch.  ix. 

Gardner,  Greek  Sculpture,  Ch.  iv. 

NOTE.  —  Section  32  may  be  treated  after  33,  and  may  then  include  Demos- 
thenes and  Aristotle,  as  well  as  Lysippus.  References :  Jebb,  120-123,  129-135. 
Curtius,  V,  467-480,  492-495.  Botsford,  Greece,  303-305.  Holm,  III,  421-434 
(especially  good)  ;  439-445. 

33.   The  Rise  of  Macedon,  359-336  b.c. 
General  Refer  eiices : 

Wheeler,  Alexander,  14-18,  64-80  (the  best  account). 
Swoboda,  1 10-123.  .Harrison,  486-500.  Mahaffy,  Prob- 
lems, Ch.  vii.  Curteis,  Rise  of  Macedonian  Empire,  Chs.  i-vii. 
Hogarth,  Philip  and  Alexander  of  Macedon. 

a.  Hellenes  and  Macedonians.     Harrison,  486-488.     Bots- 

ford, Greece,  334-336,  297-299.     Holm,  III,  200-206. 
Oman,  486-491.     Curtius,  V,  7-9,  15-21,  22-32,  46-52. 

b.  Philip :     training,    character,    aggressions.       Botsford, 

Greece,  299-307.     Oman,  491-507 ;    especially  char- 
acter of  Philip,  492-494.     Holm,  III,  263-274. 
C.    The  Athens  of  Demosthenes.     Curtius,  V,  123-133.     Holm,  III, 
176-191,   208-214.      Jebb,    "Demosthenes,"   in    Encyclopaedia 
Britannica. 

Sources :  Philippic  quoted  in  Sheldon,  General  History, 
116.       Plutarch,    Demosthenes.       Fling,  European  History 
Studies,  I,  No.  2  (from  Aristotle). 
d.   "The  end  of  Greek  freedom,"  338-336  B.C.     Holm,  III, 
281-286.     Oman,  Greece,  508-520. 
(1)  Chaeroneia,  338  B.C. 


Outline  of  Ancient  History  91 

(2)  Relations  established  by  Congress  of  Corinth 
(with  comparison  of  Congress  of  Corinth,  481  B.C.).  Oman, 
517-518,  189-191. 

(3)  History  of  the  idea  of  Hellenic  conquest  of 
Persia,  Cimon  to  Philip.  Botsford,  Greece,  165,  168, 
262. 

Sources:  Historical  Sources  in  Schools,  p.  45.     Jen- 
nings and  Johnston,    131 -137   (The  Crown)  ;    399-407 
(The  Second  Olynthiac). 
Additional  Topic : 

The  development  of  military  formation  among  the 
Greeks.  Botsford,  Greece,  122,  264-265,  273-274,  305- 
306.     Oman,  494.     Curtius,  V,  49-50. 

VII.    The  Empire  of  Alexander;    "The  Mingling  of  the  East 
and  West."     336-146  B.C. 

34.   The  Career  of  Alexander,  336-323  b.c. 

a.  Early  life.     Mahaffy,  Alexanders  Empire,  4-1 1.     Holm, 

Greece,  III,  291-297.  Grote,  Greece,  XII,  2-10. 
Wheeler,  Alexander. 

b.  The  Conquest  of  Asia  Minor  and  Egypt,  334-332  B.C. 

Mahaffy,  Alexander's  Empire,  12-28.  Holm,  Greece, 
HI,  321-336.  Curteis,  Macedonian  Supremacy,  93-106. 
Bury,  Greece,  750^774.    Wheeler,  Alexander. 

c.  The  conquest  of  Persia  and  the  Farther  East.    Holm,  III, 

347~354-  Curteis,  Macedonian  Supremacy,  160-190.  Wheeler, 
Alexander. 

d.  The   character   of  Alexander;    estimate    of   his   work. 

Holm,  Greece,  374-391.     Grote,  Greece,  XII,  261-274. 

Wheeler,  Alexander,  473-501.     Mahaffy,  Greek  Life 

and  Thought  (1)  1-17;  (2)  17-38. 1 

Sources:  (i)  Alexander.  Plutarch,  Alexander.  Fling, 
Studies  in  European  History,  47-62.  (2)  The  Siege  of  Tyre. 
Arrian,  Anabasis  of  Alexander,  Bk.  II,  19-25.  (3)  The 
conquest  of  Egypt.  Ibid.,  Ill,  1-4.  (4)  The  murder  of 
Clitus.     Ibid.,  IV,  8-9.     (5)  The  mutiny  of  the  army. 

1  Remark.  —  Where  the  reference  is  too  long  for  a  single  topic  it  has  been 
divided,  thus  making  two  topics  from  the  same  book. 


92  Ancient  History 


Ibid.,  V,  25-28.  (6)  The  plans  of  Alexander.  Ibid., 
VII,  1 -1 2.  (7)  Death  and  character  of  Alexander. 
Ibid.,  VII,  25-29. 

Additional  Topics: 

A.  The  military  system  of  Alexander.  Grote,  Greece, 
XII,  49-66.      Dodge,  Alexander,  134-171. 

B.  Special  battles.     See  Dodge,  Alexander. 

C.  The  Persian  Empire.     Wheeler,  Alexander,  180-208. 

D.  An  estimate  of  Alexander.  Freeman,  Historical 
Essays,  2d  Series,  193-227. 

Map  Work: 

On  an  outline  map  trace  the  route  of  Alexander's  march, 
marking  his  battles  and  the  most  important  cities  founded 
by  him. 

35.   The  Hellenistic  Period,  323-146  b.c. 

a.  The   disintegration   of  Alexander's   Empire :    the   wars 

of  the  Diadochi,  323-280  B.C.  Swoboda,  139-149. 
Mahaffy,  Alexander's  Empire,  43-52.  Holm,  IV, 
67-76,  80-83. 

The  Invasion  of  the  Gauls.  Mahaffy,  Alexander's  Empire, 
76-84.     Holm,  IV,  90-99. 

b.  The  Hellenistic  kingdoms.      (See  also  section  46,  a,  of  this 

outline,  especially  Mommsen,  II,  395-413.) 

(1)  Egypt  and  the  Ptolemies.  Mahaffy,  Greek  Life 
and  Thought,  (1)  161-169;  (2)  190-208.  Holm,  IV, 
185-189,  288-293.     Mahaffy,  Alexander's  Empire,  120-135. 

(2)  Syria  and  the  Seleucidse.  Mahaffy,  Greek  Life 
and  Thought,  209-212.  Mahaffy,  Alexander's  Empire, 
135-141.     Holm,  IV,  281-284,  286-288. 

(3)  Rhodes  and  Pergamon.  Holm,  IV,  276-277,  279-231. 
Mahaffy,  Alexander's  Empire,  187-198,  234-236.  Mahaffy, 
Greek  Life  and  Thought,  309-320. 

c.  Hellenism:  society,  literature,  and  art.    West,  230-236.     Holm, 

IV,  303-316.  Mahaffy,  Greek  Life  and  Thought,  290-309. 
Mahaffy,  Alexander's  Empire,  142-162.  Gardner,  New  Chap- 
ters in  Greek  History,  440-459.  Jebb,  Greek  Literature,  137- 
147. 


Outline  of  Ancient  History  93 

36.  Greece,  to  Roman  Intervention;  Attempts  at  Federal 

Government.     280-200  b.c. 

a.  The  Achaean  League  (Aratus).     West,  238-242.     Holm 

IV,  219—222.  Freeman,  Federal  Government,  219-231.  Ma- 
haffy,  Alexander's  Empire,  163-183. 

b.  Its  conflict  with  Sparta  (Cleomenes)  leads  first  to  Mace- 

donian, then  to  Roman,  intervention.  Mahaffy,  Alex- 
ander's Empire,  207-217,  240-243.  Holm,  IV,  222-240. 
Sources:     Plutarch,  Aratus.      Plutarch,   Cleomenes.      The 

Rise  of  the  Achaean   League.      Polybius,  Bk.  II,  37-70. 

Fling,  Studies  in  European  History,  I,  63-75. 

VIII.  Early  Rome  ;  and  the  Roman  Republic  to  its  Supremacy 
in  Italy.     753  (?)-264  B.C. 

37.  The  Land  and  the  People. 

a.  The  land  :  the  peninsula  of  Italy  and  its  relations  to  the 

Mediterranean  basin;  climate  and  products  of  Italy. 
Allen,  History  of  the  Roman  People,  1-4.  How  and 
Leigh,  History,  1-1 1.  Botsford,  Rome,  13-16.  Shuck- 
burgh,  Rome,  5-9.     Duruy,  Rome,  I,  i-xxii. 

b.  The  people :    remnants   of    early   peoples ;  the   Italian 

stocks  ;  the  invading  nations  (Etruscans,  Gauls,  Greeks, 

and  Phoenicians).    Allen,  4-9.    How  and  Leigh,  1 1-20. 

Botsford,  Rome,  1-13. 
Map  Work: 

On  outline  maps  mark:  (1)  mountain  system; 
(2)  rivers ;  (3)  the  political  divisions. 

Sources:    Italy  and   her  people.      Botsford,  Story  of 
Rome,  14-29.     Munro,  Source  Book  of  Roman  History, 
Nos.  1,  2.     The  Gauls.     Polybius,  Bk.  II,  14-18. 
Additional  Topics : 

A.  The  Etruscans.  Mommsen,1  History,  I,  1 50-161. 
Duruy,  I,  lviii-xc. 

B.  The  Greek  colonies  in  Italy.  Holm,  History  of 
Greece,  I,  282-284,  288-292.  Bury,  History  of  Greece,  93-106. 
Mommsen,  I,  162-180. 

C.  The  Gauls.     Mommsen,  I,  419-424. 

1  References  to  Mommsen  are  to  the  five-volume  edition. 


94  Ancient  History 

38.  Early  Rome:  Sources  of  Our  Knowledge. 

a.  The  legends  and  their  value.     How  and  Leigh,  20-37. 

Shuckburgh,  54-60.  West,  Ancient  History,  256-258. 
Pelham,  Outlines  of  Roman  History,  (1)  1— 13 ; 
(2)  30-40.  Ihne,  Early  Rome,  66-84.  Seignobos,  His- 
tory of  the  Roman  People,  15-21.  For  teachers,  Platner, 
"Credibility  of  Early  Roman  History,"  American  Historical 
Review,  January,  1902. 

b.  Buildings    and    other   remains.      Lanciani,   Ruins   and 

Excavations:  (1)  the  walls,  59-66,  126-130;  (2)  the 
Cloaca,  29-31. 

Sources  :  Uncertainty  of  early  history.  Munro,  Source 
Book,  No.  3.  The  Legends  of  the  Kings.  Livy,  Bk.  I, 
Chs.  1,  4,  6,  21,  39,  44,  46.  Botsford,  Story  :  (1)  Romu- 
lus, 31-39;  (2)  Servius  Tullius,  51-55;  (3)  Tarquinius 
Superbus,  55-57. 

Imaginative  Literature :  Macaulay,  Lays  of  Ancient 
Rome. 

39.  Regal  Rome:  Organization. 

a.  The  government :    king,  senate,  assemblies.     How  and 

Leigh, 42-47.  Pelham,  22-29.  Ihne,  104-m.  Abbott, 
Roman  Political  Institutions,  12-21.  Tighe,  Develop- 
ment of  the  Roman  Constitution,  44-59.  Taylor,  A 
Constitutional  and  Political  History  of  Rome,  7-36.  Greenidge, 
Roman  Public  Life,  42-65. 

b.  The  people  :    patricians,  plebeians.     How  and   Leigh, 

40-42.    Ihne,  112-116.    Tighe,  28-34. 

c.  Religion.     Allen,  22-28.     Ihne,  96-104.    Tighe,  35-43- 

Duruy,  I,  77-88.  Mommsen,  I,  206-231.  An  excellent 
account  in  Seignobos,  36-45. 

Sources:  Religion.  Munro,  Nos.  7,  11,  12,  16.  The 
Government,  Munro,  Nos.  41,  42. 

Additional  Topic : 

The  Roman  Family.  Fustel  de  Coulanges,  Ancient  City,  111- 
131.     Morey,  Roman  Law,  5-8.     Greenidge,  9-33. 


Outline  of  Ancient  History  95 

40.  The   Early   Republic:    the    Struggle   between   the 

Classes;  Triumph  of  the  Plebeians.     5c>9(?)-286  b.c. 
General  References  : 

Koch,  Roman  History,  40-57.     Pelham,  45-67. 

a.  The  establishment  of  the  Republic.     How  and  Leigh, 

47-52.  Tighe,  59-67.  Ihne,  117-139.  Abbott,  175-184. 
Taylor,  41-57.     Greenidge,  78-102. 

b.  The   economic  and   social   condition  of  the  plebeians, 

leading  to  the  establishment  of  the  tribunate.  How 
and  Leigh,  52-58.  Abbott,  196-202.  Ihne,  140-150. 
Tighe,   85-95.      Shuckburgh,   90-98.      Mommsen,   I, 

341-357- 

c.  The  laws  of  the  twelve  tables.     Shuckburgh,  102-108. 

How  and  Leigh,  65-71.  Tighe,95~ioo.  Ihne,  165-175. 
Mommsen,  I,  361-368.  Taylor,  74-85.  Greenidge,  102-109. 
Morey,  Roman  Law,  25-43. 

d.  The   admission  of  the   plebeians    to    the   magistracies 

(Licinian  Laws).  How  and  Leigh,  72-77,  92-94. 
Shuckburgh,  167-169.  Greenidge,  1 18-123.  Taylor, 
91-100,  110-117. 

e.  The  admission  of  the  plebeians  to  the  assemblies  (Hor- 

tensian  Law).     How  and  Leigh,  94-97.     Shuckburgh, 
171-174.     Taylor,  132-144.     Greenidge,  123-131. 
/.    An   outline   of    the   Roman    constitution   in   286   B.C. : 
magistrates,    senate,    assemblies,    functions    of    each. 
(Use  text-book  and  dictionaries  of  antiquities.) 
Sources :  The  secession  of  the  plebeians.     Livy,  Bk. 
II,   32-33.      The   Decemvirate.      Livy,  Bk.  Ill,  33-59. 
Botsford,  Story,  90-94.     Munro,  Source  Book,  No.  46. 

41.  The  Early  Republic  :   the  Establishment  of  Rome's 

Supremacy  in  Latium.     509(?)-338  b.c. 

a.  Wars  with  neighboring  nations,  Volscians,  ^Equians,  and 

Etruscans.  Shuckburgh,  61-68,  1 14-134.  Ihne,  190-213. 
How  and  Leigh,  58-65,  97-105.     Duruy,  I,  190-198. 

b.  The  invasion  of  the  Gauls  and  the  sack  of  Rome.     How 

and  Leigh,  84-90.     Duruy,  I,  254-262. 

c.  Rome  and  the  Latins.     How  and  Leigh.  97-105.     Momm- 


96  Ancient  History 


sen,  I,  124-134.    Ihne,  Early  Rome,  151-155.    Pelham, 

75-79- 

Sources:  The  invasion  of  the  Gauls.  Munro,  No.  61. 
Botsford,  Story,  69-72.  Livy,  Bk.  V,  34-39.  Polybius,  Bk.  II, 
18-23.     Plutarch,  Camillus. 

Imaginative  Literature :   Shakespeare,  Coriolanus. 

42.   The  Conquest  and  Organization  of  Italy,  338-264  b.c. 

a.  The  Samnite  Wars,  343-264  B.C.     Pelham,  80-92.     How 

and  Leigh,  97-120.  Shuckburgh,  134-162.  Mommsen,  I, 
465-481. 

b.  The  war  with  the  Greeks  (Pyrrhus),  280-272  B.C.     Pel- 

ham, 92-96.  Wolfson,  261-265.  How  and  Leigh,  120-131. 
Shuckburgh,  183-202.  Holm,  IV,  174-182.  Mommsen, 
II,  1-38.    Duruy,  I,  368-385. 

c.  The   organization   of  Italy:    colonies;   roads.     Abbott, 

57-61.  Pelham,  96-107.  Taylor,  145-163.  Mommsen, 
II,  46-61.  Duruy,  I,  393-409.  For  a  list  of  Roman 
colonies,  see  Myers,  Rome:  Its  Rise  and  Fall,  138. 

d.  The  military  system.    How  and  Leigh,  135-143.    Momm- 

sen, II,  72-76.     Seignobos,  74-86. 

Sources:  The  Samnite  Wars  (Caudine  Pass).    Munro, 

No.  62.     Livy,  Bk.  IX,  1-12.     The  Third  Samnite  War. 

.   Livy,  Bk.  X,  11-46.     (Sentinum,  Livy,  Bk.  X,  27-30.) 

The  war  with  Pyrrhus.      Botsford,  Story,  77-83.      The 

Roman  Army,  Polybius,  Bk.  VI,  19-42. 

Map  Work: 

On  outline  map  mark :  (1)  the  following  colonies :  Ostia, 
Norba,  Placentia,  Cremona,  Ariminum,  Luceria,  Venusia,  Bene- 
ventum,  Psestum,  Parma. 

(2)  The  Roman  roads  before  133  B.C. 

Additional  Topics : 

A.  The  colonial  system.  Smith,  Dictionary  of  Greek  and 
Roman  Antiquities,  under  Colonics. 

B.  Roman  road  making.  Smith,  Dictionary  of  Greek 
and  Roman  Antiquities,  under  Via. 


Outline  of  Ancient  History  97 

/ 

IX.   Rome  becomes  Supreme  in  the  Mediterranean  Basin, 
264-133  B.C. 

43.  The  Struggle  with  Carthage  for  Sicily:   the  First 

Punic  War,  264-241  b.c. 

a.  Carthage.     How  and  Leigh,  143-149.     Smith,  Rome  and 

Carthage,   1-22.      Shuckburgh,   219-232.       Mommsen,  II, 
131-160.    Duruy,  I,  435-460. 

b.  The  war.     Pelham,  116-122.     How  and  Leigh,  149-162. 

Smith,  Rome  and  Carthage,  (1)  51-71  ;  (2)  71-96. 

c.  Sicily,  the  first  Roman  province.     Mommsen,  II,  204. 

Sources  :  The  First  Punic  War.  Botsford,  Story,  104- 
112.  The  building  of  a  fleet.  Munro,  No.  65.  Victory 
of  Duilius.  Polybius,  Bk.  I,  10-12.  Defeat  at  Drepana. 
Polybius,  Bk.  I,  49-52.  The  treaty  at  the  end  of  the 
First  Punic  War.     Munro,  p.  82. 

Imaginative  Literature:  A.  J.  Church,  The  Story  of 
Carthage. 

44.  "The  Extension  of  Italy   to   its  Natural  Bounda- 

ries;" Wars  in  Africa  and  Spain.     241-218  b.c. 

a.  Wars  of  Rome  in  the  North  (Gallic  and  Illyrian),  229- 

222  B.C.     How  and   Leigh,   164-168.     Pelham,  122- 
125.     Shuckburgh,  268-282.     Mommsen,  II,  203-231. 

b.  Sardinia  and  Corsica.     How  and  Leigh,  162-164. 

c.  Wars  of  the  Carthaginians  in  Africa  and  Spain  (Hamil- 

car).     How  and  Leigh,  169-174.     Shuckburgh,  268- 

272.     Smith,  Rome  and  Carthage,  92-109.     Mommsen, 

11,231-243.     Duruy,  I,  521-529. 

Sources  :  Acquisition  of  Sardinia.  Polybius,  Bk.1, 79-88.  The 
Flaminian  Law.  Polybius,  Bk.  II,  21.  Siege  of  Saguntum. 
Livy,  Bk.  XXI,  14-15. 

45.  The  Struggle  between  Rome  and  Carthage  for  the 

Supremacy  in  the  West:    the   Second  and  Third 
Punic  Wars.    218-133  b.c. 
a.   Hannibal's  march  into  Italy.     How  and  Leigh,  174-183. 
How,  Hannibal,  39-47.     Smith,  Rome  and  Carthage, 
109-121. 


98  Ancient  History 


b.  The  war  in  Italy. 

(1)  Successes  of  Hannibal :  three  great  battles  won ; 
three  great  cities  captured.  (2)  Final  success  of  the 
Romans  ;   loyalty  of  the  Latins. 

Pelham,  126-133.  Koch,  37-40;  40-43.  How  and 
Leigh,  185-211.    Smith,  Rome  and  Carthage  (see  index). 

c.  The  war  in  Africa  and  in  Spain. 

(1)  The  Scipios  in  Spain,  218-212  B.C.  Smith, 
Rome  and  Carthage,  182-184.  How  and  Leigh,  213- 
2l8.      Mommsen,  II,  320-332. 

(2)  The  battle  of  Zama,  202  B.C.  How  and  Leigh, 
226-231.     Smith,  Rome  and  Carthage,  198-225. 

(3)  The  treaty.  Smith,  Rome  and  Carthage.  How 
and  Leigh,  231. 

d.  The  establishment  of  the   supremacy  of  Rome  in  the 

Western  Mediterranean,  201-133  B.C. 

(1)  The  Third  Punic  War,  149-146  B.C.  How  and 
Leigh,  245-253.      Smith,  Rome  and  Carthage,  229-262. 

(2)  Subjugation  of  Spain,  133  B.C.  How  and  Leigh, 
240-245. 

Sources:  The  passage  of  the  Alps.  Botsford,  Story, 
115-119.  Livy,  Bk.  Ill,  42-56.  Munro,  No.  68.  The 
battle  of  Trasimenus.  Botsford,  Story,  1 19-122.  Livy, 
Bk.  XXII,  4-7.  The  battle  of  Cannae.  Livy,  Bk.  XII, 
34,  etc.  The  treaty  at  the  end  of  the  Second  Punic  War. 
Livy,  Bk.  XXX,  37.  Marcellus  at  Syracuse.  Polybius, 
Bk.  1,5-9,  37  5  VIII,  3-9. 
Additional  Topic: 

The  character  of  Hannibal.     How,  Life  of  Hannibal. 
Dodge,  Hannibal,  613-642. 
Map  Work: 

Trace  the  route  of  Hannibal's  invasion. 
Imaginative    Literature:    G.   A.    Henty,   The  Young 
Carthaginian. 
46.   Rome   becomes    Supreme    in    the    Eastern   Mediter- 
ranean, 216-133  B.C. 
General  References : 

Pelham,  140-157.     Koch,  45-50. 


Outline  of  Ancient  History  99 

<z.    The  Eastern  states  and  their  rulers.     How  and  Leigh,  253-260. 
Shuckburgh,  408-422.     Mommsen,  II,  395-413. 

b.  The  acquisition  of  Greece. 

(1)  The  condition  of  Greece.     Duruy,  II,  8-22. 

(2)  The  First  and  Second  Macedonian  Wars 
(Cynoscephalae,  197  B.C.).  How  and  Leigh,  261-265. 
Shuckburgh,  423-428,  438-450.     Mommsen,  II,  414-434. 

(3)  The  Third  Macedonian  War,  171-168  B.C. 
How  and  Leigh,  273-280.     Shuckburgh,  503-511. 

(4)  Macedonia  a  Roman  province;  destruction  of 
Corinth,  146  B.C.  How  and  Leigh,  282-287.  Shuck- 
burgh, 521-527.     Duruy,  II,  133-138. 

c.  The  acquisition  of  Asia. 

(1)  War  with  Antiochus,  192-189  B.C.  How  and 
Leigh,  265-273.  Mommsen,  II,  454-468.  Shuckburgh, 
467-470,  476-491. 

(a)  The   settlement  of  the  East.     Shuckburgh, 
491-497.      Mommsen,  II,  468-484. 

(2)  The  kingdom  of  Pergamon,  133  B.C.  Shuck- 
burgh, 600-602.     Duruy,  II,  160-162. 

:.  The  Ancient  World  under  Roman  Rule  during  the 
Change  from  the  Republic  to  the  Monarchy,  133- 
31  B.C. 

47.  The  Organization  of  Rome's  Foreign  Conquests. 

a.  The  provinces  to  133  B.C.  enumerated:  Sicily,  Sardinia 

and  Corsica,  Hither  Spain,  Farther  Spain,  Illyricum, 
Macedonia  and  Achaia,  Africa,  Asia.  Myers,  Rome, 
313.     Seignobos,  491. 

b.  The  client  states  enumerated  :  Numidia,  Libya,  Egypt. 

c.  The  provincial  system.     Abbott,  88-91.     Pelham,  173- 

185.  Mommsen,  III,  29-35.  Greenidge,  316-330. 
Duruy,  II:  (1)  169-201;  (2)  610-624;  (3)  624-638.  Arnold, 
Roman  Provincial  Administration. 

Sources :  A  provincial  governor  of  the  worst   type. 
Munro,  No.  183.     Cicero,  Orations  against  Verres. 
Map  Work: 

Mark  the  boundaries  of  the  Roman  provinces  in  133  B.C. 


ioo  Ancient   History 


48.  The  Effects  of  Conquests  and  the  Provincial  System 

upon  Society,  Politics,  and  Manners. 
General  References : 

Pelham,  158-198.     For  more  detailed  accounts,  How 
and  Leigh,  Chs.  xxviii-xxx.     Mommsen,  III,  3-129. 

a.  Agrarian  conditions.     Beesly,  The  Gracchi,  Marius  and 

Sulla,  5-13.  How  and  Leigh,  316-320.  Mommsen,  III, 
64-82.    Duruy,  II,  291-316. 

b.  The  classes  :  optimates,  populares,  equites.    Pelham,  170- 

172.  Beesly,  14-19.  Mommsen,  III,  1-12.  Taylor, 
212-236. 

c.  The  government :  senate,  magistrates,  assemblies.    How 

and  Leigh,  293-302,  304-310.  Mommsen,  III,  12-18,  26- 
29,35-42,55-63.  Tighe,  1 14-130.  Fowler,  City-State, 
118-239. 

d.  The  introduction  of  Hellenism  ;  art ;  poetry.     How  and 

Leigh,  320-321.    Pelham,  194-198.    Wolfson,  333-344. 

Mommsen,  III,  104-128.    Duruy,  II,  219-232,  232-240,  543-565. 
(1)  The  drama.    Mackail,  Roman  Literature,  14-27. 

Fowler,  History  of  Roman  Literature,  17-32.     Myers, 

Rome :  Its  Rise  and  Fall,  478-484.     Johnston,  Private 

Life  of  the  Romans,  sections  324-326.     Mommsen,  IV, 

224-242. 

Sources :  Life  of  Cato.  Botsford,  Story,  150-158. 
Plutarch,  Cato.  Life  of  Scipio  Africanus.  Botsford,  141- 
144.  Life  of  Scipio  /Emilianus.  Botsford,  Story,  144-150. 
The  classes.  Botsford,  Story,  127-132.  Introduction 
of  Foreign  Luxuries.  Munro,  Nos.  73,  75,  76,  77. 
Additional  Topic : 

The  supremacy  of  the  senate.     Taylor,  212-234.      Mommsen, 

II,  17-23,  35-45. 

49.  The  Revolutionary  Attempts  at  Reform  under  the 

Gracchi,  133-121  b.c. 

a.  Tiberius  Gracchus  :  attempts  at  agrarian  reform,  133  B.C. 

How  and  Leigh,  333-342.  Beesly,  25-37.  Pelham, 
20&-2I0.     Taylor,  240-247.     Mommsen,  III,  317-327. 

b.  Gaius  Gracchus  :  attempts  at  a  revolution  in  the  constitu- 


Outline  of  Ancient  History  101 

tion,  123  B.C.    How  and  Leigh,  343-357.    Beesly,  42-65. 

Taylor,  247-260.     Mommsen,  III,  343-370. 

Sources :  The  position  of  the  slaves.  Munro,  Nos. 
1 37-1 5 1 .  Lives  of  Tiberius  and  Gaius  Gracchus .  Plutarch. 
A  condensed  account  in  Botsford,  Story,  160-167,  167- 
171  ;  also  in  Munro,  Nos.  81,  83. 

50.  "The  Rule  of  the  Restoration,"  121-88  B.C. 
General  References  : 

Koch,  64-66.     Pelham,  213-225. 

a.  The  war  with  Jugurtha,  111-105  B.C.     Pelham,  214-217. 

Shuckburgh,  570-577.  Duruy,  II,  472-482.  How  and 
Leigh,  360-371. 

b.  The  invasion   of  the   Cimbri  and  Teutones  (Marius), 

113-101  B.C.  Beesly,  81-95.  Shuckburgh,  577-580. 
How  and  Leigh,  371-384.  Duruy,  II,  490-507.  Mommsen, 
III,  423-451. 

c.  Internal  affairs. 

(1)  The  rule  of  the  nobles.  How  and  Leigh,  357- 
360.     Shuckburgh,  580-584.      Mommsen,  III,  370-382. 

(2)  Attempts  at  reform  by  Saturninus  and  Glaucia 
and  by  Drusus.  Beesly,  101-112.  Taylor,  270-278. 
How  and  Leigh,  387-391,  396-399.  Mommsen,  III,  464- 
476,  483-489. 

d.  The  Social  War,  90-88  B.C.     How  and  Leigh,  399-412. 

Beesly,  1 12-128.     Shuckburgh,  589-592.     Duruy,  II,  536- 

549.  576-579. 

Sources :  Life  of  Marius.  Plutarch,  Marius.  Botsford, 
Story,  179-180.  Munro,  No.  85.  War  with  Jugurtha. 
Sallust,  Jugurtha.  Fling,  Studies  in  European  History. 
Munro,  No.  79. 

51.  The  Struggle  between  Marius  and  Sulla;  Reestab- 

lishment  of  senatorial  rule.    88-79  b*c' 
General  Reference  : 

Pelham,  225-231. 
a.   The  revolution  of  Marius  and  Sulpicius,  88  B.C.     How 
and  Leigh,  412-419.     Beesly,  128-137.     Duruy,  II,  581- 
599- 


io2  Ancient   History 


bV  The  rule  of  the  Marian  party  (Cinna),  87-84  B.C.  How 
and  Leigh,  434-439.  Shuckburgh,  596-599.  Beesly, 
137-148.      Mommsen,  IV,  64-75. 

c.  The  struggle  between  the  parties  of  Marius  and  Sulla : 

the  first  civil  war,  84-82  B.C.  Beesly,  172-186.  How 
and  Leigh,  439-445.     Shuckburgh,  640-646. 

d.  The  rule  of  Sulla,  and  the  Sullan  constitution,  82-79  B-c- 

Beesly,  191-200.  Abbott,  103-107.  Taylor,  292-305. 
How  and  Leigh,  445-459.  Shuckburgh,  646-654.  Duruy,  II, 
690-707. 

Sources:  The  life  of  Sulla.     Botsford,  Story,  181-187. 
Munro,  Nos.  87,  88.     Plutarch,  Sulla. 
Additional  Topic  : 

The  character  of  Sulla.  Mommsen,  IV,  139-151.  Freeman, 
Essays,  second  series,  324-362. 

52.   Pompey  and  Cesar,  79-48  b.c. 

a.  Affairs  in  the  East. 

(1)  The  condition  of  the  East  (Mithridates).  Pel- 
ham,  292-295.  Mommsen,  IV,  6-1 1  (Mithridates). 
Beesly,  149-159.  How  and  Leigh,  419-429.  Mommsen,  IV, 
12-35- 

(2)  The  campaigns  of  Sulla,.  86-84  B-c-  Pelham, 
299-305.  How  and  Leigh,  429-434.  Beesly,  159-172. 
Mommsen,  IV,  36-45,  50-55. 

(3)  The  campaigns  of  Lucullus,  74-66  B.C.  Pelham,  306- 
316.  How  and  Leigh,  471-477.  Mommsen,  IV,  330-350. 
Duruy,  II,  804-820. 

(4)  The  campaigns  of  Pompey  and  his  reorganiza- 
tion of  the  East,  66-63  B-c-  Pelham,  318-329.  Duruy, 
II,  834-838.  How  and  Leigh,  478-484.  Shuckburgh, 
682-691.      Mommsen,  IV:  (1)  404-420;  (2)  441-452. 

b.  Affairs  at  Rome. 

(1)  The  conspiracy  of  Catiline,  66-63  B-c-  Merivale, 
Roman  Triumvirates,  43-58.  Shuckburgh,  698-705. 
How  and  Leigh,  484-496.  Fowler,  Caesar,  79-86. 
Strachan-Davidson,  Cicero. 

(2)  The  first  Triumvirate,  60  B.C.  How  and  Leigh, 
496—503.     Merivale,  70-85.    Shuckburgh,  690-698,  707-717. 


Outline  of  Ancient   History  103 

c.    Caesar  in  Gaul,  58-51  B.C. 

(1)  The  condition  of  Gaul.  Pelham,  260-272.  How 
and  Leigh,  503-505.  Mommsen,  V,  7-30.  Seignobos, 
232-234.      Fowler,  Caesar,  126-136. 

(2)  Caesar's  campaigns.  How  and  Leigh,  505-515. 
Merivale,  Roman  Triumvirates,  86-89,  97~io4-  Fowler, 
136-175-  Pelham, 272-288.  Seignobos,  234-243.  Dodge, 
Caesar,  for  special  operations. 

(3)  Organization  of  conquests.  Mommsen,  V,  94- 
98,100-102.    Pelham,  288-289.    How  and  Leigh,  514- 

d.   Civil  war  (Pharsalus,  Zela,  Thapsus,  Munda),  49-48  B.C. 
How  and  Leigh,  526-539.     Merivale,  130-155. 
Sources :  Pompey.     Munro,  No.  89.     Cicero.     Munro, 
No.  90.     The  conspiracy  of  Catiline.     Botsford,  Story, 
194-198.    Sallust,  Catiline.    Cicero,  Orations.    Caesar  in  Gaul. 
Caesar,  Gallic  War,  Bk.  I,  Chs.  1-2.     Botsford,  Story, 
201-211. 
Map  Work: 

Mark  the  boundaries  of  the  new  provinces. 
Additional  Topics  : 

A.  Cicero   as   a   public    man.      Mommsen,   V,   504. 
Shuckburgh,  Letters  of  Cicero,  IV,  xxxi-xxxv. 

B.  Character  of  Pompey.     Mommsen,  IV,  271-275. 
Plutarch. 

C.  Caesar's  army.     Dodge.    Judson,  Caesar's  Army.    Editions 
of  Caesar. 

Imaginative   Literature:   W.  S.   Davis,  A  Friend  of 
Caesar. 
53.  The  Rule  of  Cesar,  48-44  b.c. 
General  Reference  : 

Pelham,  342-356. 

a.  The   condition   of  the  Roman  world.     Mommsen,  IV, 

315-324.     Fowler,  Caesar,  349-3 54. 

b.  The  reforms  of  Caesar.     Merivale,  Roman  Triumvirates, 

164-178.    How  and  Leigh,  539-551.    Fowler,  326-349. 
Froude,  Caesar,  486-501.    Mommsen,  V  :  (1)  330-341 ; 

O)  341-360- 


104  Ancient  History 

c.   Estimate  of  Caesar.     Froude,  532-550.     Mommsen,  V, 
305-315.     Fowler,  360-378. 
Imaginative  Literature  :  Shakespeare,  Julius  Caesar. 

54.  The  Struggle  for  the  Succession,  44-31  b.c. 

a.  Civil  war:    the  overthrow  of  the  liberators.     (Philippi, 

42  B.C.)  Merivale,  The  Roman  Triumvirates,  178- 
206.  Firth,  Augustus,  73-94.  Allcroft,  History  of 
Rome  (78  B.c-31  a.d.),  181-194.  Shuckburgh,  Au- 
gustus, 89-99. 

b.  The  rivalry  of  Octavius  and  Antony :  the  West  against 

the  East  (Actium,  31  B.C.).     Merivale,  Roman  Trium- 
virates, 214-232.     Allcroft,  194-209.     Shuckburgh,  118- 
130.    Firth,  129-153. 
Sources :    Antony.     Munro,  No.  90.     Cicero,   Philippics. 

Cicero,  Letters  (translated  by  Shuckburgh),  IV,  1-128. 

Imaginative    Literature:     Shakespeare,    Antony    and 

Cleopatra. 

55.  Roman  Culture  in  the  "Ciceronian  Age." 
General  Reference : 

Botsford,  Rome,  199-202. 

a.  Literature.     Mommsen,  V,  495-515. 

(1)  Cicero.     Mackail,  62-78.     Fowler,  65-83. 

(2)  Sallust.     Mackail,  83-87.     Fowler,  89-91. 

(3)  Caesar.     Mackail,  78-83.     Fowler,  83-89. 

b.  Education.     Johnston,  Private  Life  of  the  Romans,  74- 

87.     Preston  and  Dodge,  Private  Life  of  the  Romans, 
58-66.     Mommsen,  V,  211-218. 
Additional  Topic: 

Cicero  as  seen  in  his  Letters.    Atlantic  Monthly,  May,  1888, 
641-661. 

XI.    The  Ancient  "World  under  the  Roman  Empire,  31  B.C.- 
375  A.D. 

56.  The  Establishment  of  the  Empire,  31  B.c-14  A.d. 

a.  The  constitution  :  survivals  of  the  republican  system ;  the 
princeps;  changes  in  the  government  of  the  provinces 
and  the  city  of  Rome.  Capes,  Early  Empire,  12-28. 
Abbott,  266-282.    Bury,  Roman  Empire :  (1)  13-22;  (2)28-34. 


Outline  of  Ancient   History  105 

Pelham,  399-415;  424-433;  437-444.     Shuckburgh,  Augustus, 
131-151.     Firth,  Augustus,  180-199. 

b.  The  frontiers.     Bury,  74-83. 

(i)   The  East.     Bury,  103-116.     Pelham,  455-458. 

(2)  The  Alpine   region.      Bury,   93-95.      Pelham, 
458-461. 

(3)  The   Northwest    (Teutoberg   Forest,    9   a.d.). 
Bury,  130-133.     Capes,  Early  Empire,  34~35- 

c.  The  literature  of  the  Augustan  Age.     Botsford,  Rome, 

215-218.       Bury,  149-161.      Duruy,  IV,  169-186.       Myers, 
Rome,  486-492. 

(1)  Vergil.     Mackail,  91-105.     Fowler,  99-114. 

(2)  Horace.     Mackail,  105-119.     Fowler,  1 14-128. 

(3)  Livy.     Mackail,  144-155.     Fowler,  156-163. 
Sources  :   Monumentum  Ancyranum.     Pennsylvania  Transla- 
tions and  Reprints,  Vol.  V,  No.  1.     Munro,  No.  99. 

Selections  from  the  Literature.  Botsford,  Story,  227- 
231;  233-235;  255-259. 

The  provinces   under  Augustus.     Munro,   Nos.   184- 
186;  188-190. 
Additional  Topics : 

A.  Reports  on  particular  provinces.  Bury,  83-137.  Duruy,  IV, 
50-90.     Mommsen,  Provinces. 

B.  Augustus  as  a  builder.  Lanciani,  Ruins  and  Excavations, 
138-144;  302-307.  Bury,  140-148.  Monumentum  Ancyranum, 
Chs.  xix-xxi. 

C.  Character  of  Augustus.  Shuckburgh,  Augustus,  265-293. 
Firth,  34i-36S- 

D.  The  worship  of  the  Emperor.    Duruy,  IV,  18  and  following. 

Map  Work: 

Mark  the  provinces;  distinguishing  between  the  imperial  and 
the  senatorial. 

Imaginative  Literature  :  Lew  Wallace,  Ben  Hur. 
57.   The  Julian  and  Flavian  Cesars,  14-96  a.d. 

a.  The  constitution  :  growth  of  monarchical  ideas.    Pelham, 

486-499.     Abbott,  289-302.    Capes,  Early  Empire  (see  index). 

b.  The  Empire. 

(1)  The  East.     Bury,  206-209.     Pelham,  497-500. 


io6  Ancient  History 


(2)  The  German  frontier.  Bury,  166-177.  Mommsen, 
Provinces,  I,  170-194. 

(3)  Britain.  Pelham,  501-506.  Bury,  223-226. 
Mommsen,  Provinces,  I,  170-194. 

C.  The  emperors.  Freeman,  Essays,  2d  Series,  Essay  ix  ("The 
Flavian  Caesars").  Special  reports  on  individual  emperors. 
Capes  (see  index).     Merivale,  Romans  under  the  Empire. 

d.  The  condition  of  the  Empire  and  society.  Botsford, 
Rome,  Ch.  xv. 

(i)  Life  in  the  towns,  (a)  Appearance:  Friedlander, 
Town  Life  in  Ancient  Italy,  1-12 ;  Boissier,  Rome  and  Pompeii, 
354~369-  (b)  Government:  Friedlander,  12-21  ;  Duruy, 
V,  327-331.  (c)  Amusements  :  Friedlander,  43-53.  Pel- 
lison,  Roman  Life  in  Pliny's  Time,  186-228 ;  Johnston,  Life 
of  the  Romans,  sec.  338-363.  (d)  Pompeii :  Thomas, 
Roman  Life  under  the  Caesars,  15-28  ;  Boissier,  4*9-435- 
(e)  The  Graffiti,  Thomas,  28-41.  (/)  Country  houses : 
Thomas,  190-200. 

(2)  Life  in  the  provinces.  Capes,  Early  Empire, 
191-202. 

(3)  Travel  and  correspondence.  Johnston,  278-299. 
Pellison,  228-271. 

(4)  Commerce.  Capes,  202-209.  Duruy,  ¥,475-485. 
Sources:  Education.  Munro,  Nos.  153-156.  Amuse- 
ments. Munro,  Nos.  164-178.  The  Eruption  of  Vesu- 
vius. Botsford,  Story,  275-278.  Life  and  manners. 
Botsford,  Story,  281-284.  The  burning  of  Rome.  Taci- 
tus, Annals,  Bk.  XV,  Chs.  38-45. 

Additional  Topics: 

A.  The   destruction   of   Jerusalem.     Bury,   366-373. 
Duruy,  IV,  623-637. 

B.  The  classes  in  the  towns.    Friedlander,  21-30. 

C.  The  finances  of  the  towns.     Friedlander,  30-43. 
Imaginative  Literature:  Bulwer-Lytton,  Last  Days  of 

Pompeii.     Sienkiewicz,  Quo  Vadis. 
58.  The  Empire  under  the  "Good"  Emperors, 96-180 a.d. 
General  References : 

Koch,  127-134.     Wolfson,  419-429. 


Outline  of  Ancient   History  107 

a.  The  government  and  administration.     Capes,  Age  of  the 

Antonines,  203-221.  Abbott,  317-327.  Pelham,  513-523. 
Bury,  434-438  ;  509-514.  Arnold,  Provincial  Administra- 
tion, 232-238.     Duruy,  IV,  792-807. 

b.  Extension  and  consolidation. 

(1)  Trajan  (Dacia  and  Mesopotamia),  98-117  a. d. 
Bury,  448-456.     Capes,  29-51. 

(2)  Hadrian  (travels  and  fortifications),  1 17-138  a.d. 
Bury,  494-504.     Duruy,  V,  105-116. 

(3)  Marcus    Aurelius    (Marcomanic    War),     161- 
180  a.d.     Bury,  542-550.     Capes,  98-1 1 1. 

c.  The  condition  of  the   Empire   in   the  second   century. 

West,  415-423.     Wolfson,  431-438. 
d.   "The   Silver  Age   of  Literature."      Mackail,   221-233. 
Botsford,  Rome,  256-261.     Wolfson,  441-443.     Bury, 
458-463,  466,  475-484.     Fowler. 

Sources  :  Correspondence  of  Trajan  and  Pliny.  Bury, 
440-448.  Duruy,  IV,  807-814.  Fling,  Studies  in  European 
History,  1, 125-144.    Marcus  Aurelius.    Botsford,  Story,  3 1 1- 

3I5- 
Additional  Topics  : 

A.  A  general  view  of  the  Empire.  Gibbon,  Decline  and  Fall 
of  the  Roman  Empire,  I,  Chs.  i-iii. 

B.  Conquest  and  organization  of  Dacia.  Bury,  421-430. 
Duruy,  IV,  743-776. 

C.  The  life  of  Pliny  the  Younger.     Thomas,  331-365. 

D.  The  Forum  of  Trajan.     Lanciani,  310-319. 

E.  Hadrian's  villa  at  Tivoli.  Boissier,  Rome  and  Pompeii, 
241-268. 

Map  Work: 

Mark  the  additions  of  Trajan.  Indicate  the  fortifica- 
tions of  Hadrian. 

Imaginative  Literature  :   Pater,  Marius  the  Epicurean. 
59.   The  Roman  Empire  under  the  Soldier  Emperors: 
a  Century  of  Revolution.     180-284  a.d. 
General  References : 

Pelham,  546-552.     Botsford,  History,  266-276. 
a.    Typical  Emperprs. 


io8  Ancient  History 


(i)  Septimius  Severus,  193-21 1  a.d.     Gibbon  (Bury 
ed.),  1, 111-116;  121-124. 

(2)  Caracalla  (extension  of  the  Roman  franchise), 
211-217  a.d.     Gibbon,  I,  Ch.  vi,  130-136;   164. 

(3)  Elagabalus,  218-222  a.d.     Gibbon,  I,  144-147. 
Duruy,  VI,  277-286. 

(4)  Aurelian,   270-272  a.d.      Gibbon,    I,   291-300. 
Duruy,  VI,  463-473- 

Additional  Topics : 

A.  The  new  Persian  Empire.     Gibhon,  I,  195-212. 

B.  The  conquest  of  Palmyra.     Gibbon,   I,  302-315.     Duruy, 
VI,  488-498. 

C.  The  wall  of  Aurelian.     Lanciani,  66-72. 

D.  The  arch  of  Septimius  Severus.     Lanciani,  282. 

60.  The  Roman  Empire  under  the  Absolute  Emperors, 

284-375  A.D. 
General  References  : 

Morey,  289-301.     Botsford,  Rome,  278-287.     Bemont 
and  Monod,  Medieval  Europe,  1-2 1. 

a.  Absolutism.      Gibbon,   I,   350-355.      Abbott,   334-340. 

Pelham,  555-560. 

b.  The  provincial  organization.     Arnold,  Provincial  Administra- 

tion, 166-178.     Morey,  295-298. 

c.  Hierarchy  of  officials.    West,  435-438.    Gibbon,  I,  379-392; 

II,  160-200.     Hodgkin,  Dynasty  of  Theodosius,  33-44. 
Additional  Topic  : 

Society  in  the  fourth  century  a.d.     West,  449-457. 
Robinson,  History  of  Western  Europe,  8-17.     Hodgkin, 
Dynasty  of  Theodosius,  44-52.     Adams,  Civilization  during 
the  Middle  Ages,  76-88. 
Map  Work: 

Mark  the  prefectures  and  dioceses. 

Source  :    Notitia  Dignitatum,  Pennsylvania  Reprints,  VI,  4. 

61.  The  Rise  and  Triumph  of  Christianity. 

a.  Attitude  of  Roman  government  toward  Christianity. 
Adams,  European  History,  1 20-121.  Emerton,  Intro- 
duction to  the  Middle  Ages,  92-95.     Gibbon,  II,  71-84. 


Outline  of  Ancient  History  109 

b.  The  persecutions.     Fisher,  The  Christian  Church,  45-5 1 . 

Wolfson,  449-454.      Gibbon,  II,  Appendix  8. 

c.  The  triumph  and  establishment  of  the  Church.     West, 

439-443.     Wolfson,  454-455.     Emerton,  95-96. 
d.    The  organization  of  the  Church.     Fisher,  51-59.     Duruy, 
VI,  178-196.     West,  443-445.     Emerton,  96-108.    Adams, 
122-126. 

Sources:   The  attitude  of  the   emperors   toward  the 
Christians.    Munro,  Nos.  123-129,  132,  134.     The  Perse- 
cutions.    Pennsylvania    Reprints,    IV,    No.  1.      Jones, 
Civilization  in  the  Middle  Ages,  No.  1. 
Additional  Topics  : 

A.  Christianity  in  the  Roman  Empire.      Adams,  Civilization 
during  the  Middle  Ages,  39-50. 

B.  The  contribution  of  Christianity.     Adams,  Civilization  dur- 
ing the  Middle  Ages,  50-64. 

C.  The   catacombs.      Boissier,   Rome  and   Pompeii, 
142-152,  161. 

XII.   The  Transition  Period,  376-800  A.D. 

62.  The  Invasions,  and  the  Fall  of  the  Western  Em- 
pire, 376-476  A.D. 

a.  The  Germans.     Emerton,  Introduction  to  the   Middle 

Ages,  12-21.  West,  458-463.  Green,  Short  History 
of  the  English  People,  1-7.  Hodgkin,  Dynasty  of 
Theodosius,  55-72. 

b.  The  invasion  of  the  West  Goths  (Alaric),  376-410  a.d. 

Emerton,  Introduction,  25-34.  West,  466-468.  Gib- 
bon, III,  240-255. 

(1)  The  sieges  of  Rome  by  Alaric.     Gibbon,  III,  309- 
326.     Hodgkin,  159-166. 

c.  The  invasion  of  the  Vandals  (Geiseric),  378-455  a.d. 

Emerton,  Introduction,  37-39.  Gibbon,  III,  398-412. 
Hodgkin,  204-217. 

(1)  The  sack  of  Rome.     Hodgkin,  229-232. 

d.  The  invasion  of  the  Huns  (Attila),  378-453  a.d.     Emer- 

ton, Introduction,  41-47.  Hodgkin,  180-193.  Gibbon, 
III,  416-420. 


1 1  o  Ancient  History 


(i)  The   battle   of  Chalons,  451    a.d.      Hodgkin, 
195-197.     Gibbon,  III,  464-467. 

e.  The  last  Roman  Emperor  in  the  West,  476  a.d.     Emer- 

ton,  Introduction,  48-52.     Gibbon,  IV,  48-55. 

f.  The   causes  of  the  decline  of  Rome.     West,  455-458. 

Myers,  Rome,  445-455.  Adams,  Civilization  during 
the  Middle  Ages,  76—88.  Cunningham,  Western  Civiliza- 
tion (Ancient  Times),  175-195.  Hodgkin,  Italy  and  her  In- 
vaders, II,  Ch.  ix.  Bury,  Later  Roman  Empire,  I,  Ch.  iii 
(valuable  for  teachers) . 

g.  The  influence  of  Rome.     Morey,  314-323.     Adams,  Civil- 

ization, 20-37. 

Sources :    The   Germania   of  Tacitus.     Selections,   in 
Pennsylvania  Reprints,  Vol.  VI,  No.  3 ;  and  in  Kendall, 
Source   Book   of  English   History,    1-12.      The   Huns. 
Jordanes1  description,  in  Hodgkin,  Dynasty  of  Theodo- 
sius,  81-83. 
63.   The  West:    Continued   Invasions,  and  Formation  of 
Germanic  States.    476-774  a.d. 
General  References : 

Adams,  Mediaeval  Civilization  (Primer),  46-49. 
Fairley's  Seignobos,  440-448.  Bryce,  Holy  Roman  Empire, 
Ch.  iii.  Gibbon,  Ch.  xxxvii,  last  half,  for  Conversion  of  the 
Barbarians. 

a.  Condition   of  Europe   in  476  a.d.      Botsford,   Ancient 

History,  445.  Gibbon,  Ch.  xxxvi,  last  two  pages. 
Adams,  Civilization  (Primer),  11-16  (generalization). 

b.  Italy :    Ostrogoths,  493-552    a.d.    (Theodoric) ;     Lom- 

bards, 568-774  a.d.  Wolfson,  Essentials  of  Ancient 
History,  479-482,  484-485.  West,  Ancient  History, 
474-477,  479.  Botsford,  Ancient  History,  446-449, 
450-452.  Emerton,  Introduction,  52-59.  Robinson, 
Western  Europe,  28-34.  Myers,  Middle  Ages,  16-19  ; 
25-26.     Oman,  Dark  Ages,  Chs.  xi,  xvi. 

c.  Britain  :    the  Anglo-Saxons  (see  Outline  of  English  His- 

tory, section  4).  Botsford,  Ancient  History,  452- 
453.  Adams,  European  History,  148-150.  West, 
483-485.      Green,  Short  History  of  the  English  People,  6-16 


Outline  of  Ancient  History  1 1 1 

(Harper  ed.).    Green,  History  of  the  English  People,  Chs.  i,  ii 
(for  first  settlement,  22-27). 

d.  Gaul :  the  Franks  (see  section  66,  below). 

e.  Spain:    "decaying  kingdom  of  the  Visigoths11  (to  711 

A.D.).  Botsford,  History  of  Rome,  302.  Robinson, 
26,  39.  Emerton,  Introduction,  33-34.  Oman,  Dark 
Ages,  Chs.  viii,  xiii. 
/.  Results  of  invasions  :  fusion  of  the  two  peoples  (language, 
law).  West,  486-490,  492-496,  excellent  summary. 
Robinson,  Western  Europe,  39-43.  Adams,  Primer, 
49-55.  Bryce,  Ch.  iii,  end. 
Additional  Topic : 

Theodoric.     Hodgkin,  Theodoric. 
Map :    showing   routes    of    migrations   and   final   place   of 
settlement.     Emerton,  Introduction,  34.     Robinson,  27, 
31,  62.      Putzger,  Atlas,  13  a  and  13. 

64.  The  East  :   One  Emperor   (Constantinople)  ;  a   New 
Prophet.    476-732  a.d. 
General  References  : 

Fairley's  Seignobos,  449-457, 467-475.  Myers,  Middle 
Ages,  73-115  (too  many  dynastic  details  of  the  caliphs, 
but  otherwise  useful). 

a.  Justinian :     conquests,    and     codification    of    the    law. 

Adams,  European  History,  144-146.  Botsford,  Ancient 
History,  448-450.  West,  477-479.  Wolfson,  482- 
484.  Bemont  and  Monod,  Medieval  Europe,  Ch.  viii.  Bryce, 
"Justinian,"  in  the  Encyclopaedia  Britannica.  On  the  Code: 
Wilson,  The  State,  142-159;  Gibbon,  Ch.  xliv;  Morey,  Roman 
Law,  158-163.  Oman,  Dark  Ages,  80-105  (Ostrogothic  wars 
of  Justinian). 
Source :  Fling,  European  History  Studies,  I,  No.  10. 

b.  The  rise  of  Mohammedanism  :  Mohammed  ;  his  religious 

system  ;  Saracen  conquests.  West,  499-505.  Oman, 
Dark  Ages,  213-220.  Emerton,  122-129.  Adams, 
European  History,  155-160.  Munro,  Middle  Ages, 
Chs.  i,  ix.  Gilman,  Story  of  the  Saracens,  Chs. 
xv,  xvi.  Carlyle,  Heroes  and  Hero- Worship,  Lecture  ii. 
Lane-Poole,  Speeches  and  Table-Talk,  introduction. 


1 1 2  Ancient  History 


If  time  is  inadequate,  it  will  probably  prove  desirable  to 
devote  the  greater  part  of  the  time  to  Mohammedanism  by 
saving  time  on  topic  a. 

Sources :  Extracts  from  the  Koran :  Sheldon,  General 
History,  276-285  (interesting  selections).  Jones,  Civil- 
ization in  the  Middle  Ages,  No.  3.  Lane-Poole,  Speeches 
and  Table-Talk. 

Additional  Topics : 

A.  The  Iconoclastic  controversy.  Robinson,  74.  Myers, 
Middle  Ages,  156-158.     Gibbon,  Ch.  xlix,  first  ten  pages. 

B.  Belisarius.  Oman,  Story  of  the  Byzantine  Empire,  Chs.  vi, 
vii.  Hodgkin,  Italy  and  her  Invaders,  IV. 

C.  The  siege  of  Constantinople  by  the  Saracens.  Gibbon, 
Ch.  Hi.  (The  Second  Siege,  717-718  A.D.  Finlay,  History  of  the 
Byzantine  Empire  from  716  to  1057,  Ch.  i.) 

D.  The  Saracen  conquest  of  Spain.  Gibbon,  Ch.  li.  Lane- 
Toole,  Moors  in  Spain,  Chs.  i-ii  (iii). 

65.   "The  Rise  of  The  Christian  Church.1' 
General  References : 

Wolfson,  490-492.  Fairley's  Seignobos,  458-467. 
Munro,  History  of  the  Middle  Ages,  Ch.  iii.  Emerton, 
Ch.  ix.  Robinson,  Ch.  iv.  Kingsley,  The  Roman  and 
the  Teuton,  Lecture  ix. 

a.  Early  organization  of  the  Church ;  growth  of  the  papal 

power  to  600  a.d.  West,  443-444,  505-5 10.  Botsford, 
Ancient  History,  422.  Adams,  Mediaeval  Civilization 
(Primer),  25-36.  Emerton,  Ch.  ix.  See  section  61,  d. 
(For  the  relations  of  the  papacy  with  the  Franks,  see 
section  66). 
Source :  New  Testament. 

b.  Differences  and  divisions.    Botsford,  Ancient  History,  423. 

West,  444-445  ;  507  and  following.  Fairley's  Seignobos, 
400-401.  See  also  references  under  The  Iconoclastic 
controversy,  section  64,  Additional  Topic  A. 

c.  Monasticism.     Adams,  Primer,  37-38.     West,  490-492. 

Sheldon,  General  History,  269  and  following.  Emer- 
ton, Ch.  xi.     Kingsley,  The  Roman  and  the  Teuton, 


Outline  of  Ancient  History  1 1  3 

Lecture   ix.      Jessopp,   The   Coming   of   the   Friars, 
Ch.  iii.     Gibbon,  Ch.  xxxvii,  first  17  pages. 

Source :  The  Benedictine  Rule,  in  Henderson,  His- 
torical Documents,  274-314;  or,  in  part,  in  Jones, 
Civilization  in  the  Middle  Ages,  90-103. 
d.  Influence  of  the  early  Church.  Bury,  Later  Roman  Empire,  Bk.  I, 
Ch.  ii.  Adams,  Primer,  38-46.  Adams,  Civilization  during 
the  Middle  Ages,  39-43 ;  50-64.  Lecky,  History  of  European 
Morals,  II,  1-4;  8-11;  (effects  on  slavery)  61-73. 
Additional  Topics : 

A.  Pope  Gregory  the  Great.  Robinson,  Western  Europe,  52- 
55;  61.  Emerton,  Introduction  to  Middle  Ages,  109-113.  Hodg- 
kin,  Italy  and  her  Invaders,  V,  Ch.  vii. 

B.  The  life  of  St.  Columban  and  the  work  of  the  Irish  Monks. 
Zimmer,  The  Irish  Element  in  Mediaeval  Culture,  19  ff. 

Source :  Pennsylvania  Reprints,  II,  No.  7  ("  Life  of 
St.  Columban"). 

66.   The  Growth   of  the   Frankish  Power;   a  New  Em- 
peror.    486-800  A.D. 
General  References : 

Fairley's  Seignobos,  476-485.  Myers,  Middle  Ages, 
1 1 7-1 29.  Robinson,  Western  Europe,  34-38,  and  Chs.  vi, 
vii.     Oman,  Dark  Ages,  Chs.  iv,  vii,  x,  xv,  xvii,  xix-xxii. 

a.  Clovis  and  the  Merovingians.    West,  480-482.    Wolfson, 

486-487.      Myers,  Middle  Ages,  21-23  ;  35.      Emerton, 

Chs.  vii,  x. 

Source :  Sheldon,  General  History,  271-273,  for  con- 
version of  Clovis,  as  told  by  Gregory  of  Tours.  Also 
see  quotations  in  Emerton,  61 ;  114-115. 

b.  The  Carolingians  as  "mayors"  ;  battle  of  Tours,  732  a.d. 

West,  497-499.     Emerton,  126-129  (Tours),  151-162. 
Hodgkin,  Charles  the  Great,  8-45. 

Source:   Einhard's  Charlemagne,  11-19  (translated 
in  "Harper's  School  Classics"). 

c.  The  Carolingians  as  kings ;  Lombardy.     Adams,  Euro- 

pean   History,   160-163.      Emerton,   162-179.      Bryce, 
Holy  Roman  Empire,  34-41. 
Source:  Einhard,  19-21. 


1 1 4  Ancient   History 


d.  Charlemagne  :  the  king  crowned  emperor,  800  a.d.  West, 
512-520.  Wolfson,  479-501.  Adams,  European  His- 
tory, 1 64-171.  Munro,  Middle  Ages,  Ch.  ii.  Emerton, 
Ch.  xiii.  Bryce,  Ch.  iv  and  the  beginning  of  Ch.  v. 
Hodgkin,  Charles  the  Great.  Oman,  Dark  Ages,  Chs.  xx-xxi. 
Sources  :  Einhard,  21-47  1  56-68.  Sheldon,  General 
History,  274,  and  Bryce,  Ch.  v,  49-59,  for  crowning  of 
Charlemagne.  Pennsylvania  Reprints,  VI,  No.  5  ("  Laws  of 
Charles  the  Great"). 
Map  Work: 

The  Empire  of  Charlemagne  (see  Emerton,  208-213, 
text).     Emerton,  map  facing  p.  180.     Gardiner,  School 
Atlas  of  English  History,  No.  6.     Putzger,  Atlas,  No.  14. 
Additional  Topics : 

A.  Boniface  and  his  Work.  Cutts,  Charlemagne,  Ch.  xii. 
Emerton,  Introduction,  130-132.  Hodgkin,  Italy  and  her  In- 
vaders, VII,  81-84;  107-109;  123;  127-128;  130;  236. 

B.  The  Salic  Law.  Henderson,  Select  Documents,  Bk.  II, 
No.  1.     Emerton,  Introduction,  Ch.  viii. 

67.   Retrospect,  from  the  Euphrates  to  the  Rhine. 
References : 

Adams,  European  History,  5-6;  15;  17;  19;  53-55; 
102-104.  West,  520-522.  Botsford,  Ancient  History, 
468-469.  Lavisse,  General  View,  1-29.  Emerton,  Introduc- 
tion, Ch.  i  (for  Greece  and  the  Roman  Empire).  Adams, 
Civilization  during  the  Middle  Ages,  443-447  (the  Roman 
Empire,  the  Church,  and  the  Teutonic  elements).  Bury, 
Later  Roman  Empire,  II,  535-540  (summarizing  the  Empire,  395- 
800  A. D.). 


PART    II 

MEDI/EVAL   AND   MODERN 
EUROPEAN    HISTORY 


MEDIAEVAL   AND    MODERN 
EUROPEAN    HISTORY 

800   to    I90O  A.D. 

INTRODUCTION 

This  field  presents  peculiar  conditions.  The  period  is 
so  vast,  so  full  of  life  and  movement,  that  the  historic 
picture  must  be  drawn  in  free  and  bold  outline,  in  clear 
perspective,  and  with  strong  emphasis  upon  striking  per- 
sonages and  events,  if  the  young  pupil  is  to  retain  any 
impression  of  it  that  is  worth  having.  Covering  a  period 
of  eleven  hundred  years,  and  the  history  not  only  of  all 
the  great  powers  except  the  United  States  and  England, 
but  also  of  that  period  of  national  expansion  which 
brought  Europe  into  the  closest  contact  with  the  new 
world  of  the  West  and  the  old  world  of  the  East,  it  is 
occupied  with  large  social  and  institutional  movements, 
and  with  the  complex  questions  of  international  politics. 
As  compared  with  a  national  history,  like  that  of  England 
or  of  France,  it  is  much  more  comprehensive ;  as  com- 
pared with  Ancient  History,  it  is  much  more  complex  and 
involved.  It  is,  therefore,  a  period  of  peculiar  difficulty 
from  the  standpoint  of  the  teacher.  It  is,  nevertheless, 
important  that  an  apprehension  of  the  main  features  of 


1 1 8  Mediaeval  and  Modern  European  History 

its  life  be  possessed,  because  of  their  bearing  upon  all 
the  affairs  of  the  world.  They  are  facts  of  which  every 
person  of  the  most  ordinary  education  ought  to  know 
something.  There  is,  therefore,  a  justification  for  plac- 
ing it  in  the  secondary  school  curriculum ;  and  if  placed 
there  it  should  follow  Ancient  History,  thus  giving  due 
emphasis  to  the  sequence  of  development. 

The  task  of  any  teacher  or  of  any  guide  through  this 
labyrinth  is  one  of  simplification  and  coordination  of 
things  that  are  seemingly  diverse  and  divergent,  but  are 
really  closely  related.  There  is  not  at  present  any  text- 
book at  once  simple  and  comprehensive  and  giving  that 
thorough  grasp  of  the  subject  which  is  essential  to  make 
the  study  of  it  really  valuable.  Those  of  Adams  and 
Myers  have  some  merits,  but  neither  meets  the  demand 
for  a  guide  at  once  simple  and  scholarly  for  second-year 
students  in  the  high  school. 

There  are  two  methods  of  studying  this  field,  each  of 
which  has  its  advocates,  —  one  by  grouping  the  study 
around  the  great  movements  which  divide  it  into  nat- 
ural periods,  the  other  by  the  use  of  some  national 
history,  as  that  of  France,  for  a  central  core.  These 
methods  are  well  discussed  in  the  report  of  the  Com- 
mittee of  Seven,  and  it  is  not  necessary  to  recapitulate 
the  argument  here.  The  former  has  the  advantage 
of  presenting  a  better  perspective  and  a  juster  pro- 
portion ;  while  the  latter  has  the  larger  opportunity 
for  detailed  and  connected  treatment,  and  hence  for 
enlisting  the  interest  of  the  young  student,  always  more 
readily  attracted  by  concrete  facts  and  the  deeds  of 
persons  than  by  the  discussion  of  movements  so  broad 


Introduction  119 

as  to  seem  abstract  and  lacking  in  personal  interest;  but 
it  has  the  serious  disadvantage  of  distorting  the  histori- 
cal perspective,  a  true  sense  of  which  is  one  of  the  most 
important  ideas  to  acquire  in  this  study.  A  way  may 
be  found,  in  the  suggestions  that  follow,  to  overcome 
the  common  objections  to  a  general  treatment.  If  the 
specialized  method  is  preferred,  the  syllabus  may  be 
used  to  the  greatest  advantage  to  avoid  the  danger  just 
mentioned. 

It  seems  possible  to  combine  to  a  certain  extent  the 
merits  of  both  methods  by  means  of  a  syllabus  based  in 
its  general  plan  upon  the  large  movements  of  mediaeval 
and  modern  Europe ;  showing  how  the  peculiar  institu- 
tions of  the  former  were  related  to  those  of  antiquity,  of 
which  the  student  is  supposed  to  have  a  knowledge; 
what  great  forces  (Christianity  and  the  Germanic  peo- 
ples) caused  the  characteristic  changes  of  the  period  ; 
and  how  in  its  shadowy  recesses  were  forged  the  in- 
struments which  opened  new  worlds  and  a  new  historic 
era.  In  the  same  way  the  pupil  should  be  led  to  see 
the  Reformation  as  something  more  than  a  debate  over 
doctrines  or  a  quarrel  over  church  administration  —  as 
the  outcome  of  the  irrepressible  conflict  between  the  Ger- 
man and  the  Latin  idea ;  he  should  have  some  idea  of 
the  significance  of  the  growth  of  the  idea  of  nationality 
with  its  profound  influence  on  modern  history,  of  what 
is  meant  by  the  balance  of  power  and  its  use  in  Euro- 
pean politics;  he  should  understand  the  changes  pro- 
duced' in  the  world  by  epoch-making  inventions,  the 
advance  of  industry  revolutionizing  life  for  millions  of 
people,  the  effect  of  the  opening  of  the  new  world  upon 


i  20  Mediaeval  and  Modern  European  History 

Europe  itself ;  and  finally  the  meaning  and  importance 
of  modern  democracy.  These  are  some  of  the  funda- 
mentals, the  real  things  of  human  life,  without  which  the 
history  of  mediaeval  and  modern  Europe  might  as  well 
not  be  studied.  The  problem  is  how  to  put  them  before 
the  boy  of  fourteen  or  fifteen  so  as  to  hold  his  interest 
and  attention.  This  can  be  done  by  putting  human 
interest  into  the  study  of  each  topic,  and  it  seems  possi- 
ble to  accomplish  this  result  by  utilizing  the  biographi- 
cal element,  or  by  putting  in  the  foreground  the 
nationality  most  prominent  for  the  time  being. 

Thus  the  first  Otto  is  a  striking  and  typical  figure  in 
the  founding  of  the  new  mediaeval  empire ;  Frederic 
Barbarossa  may  be  taken  as  typical  of  flood-tide  medi- 
aevalism,  with  some  churchman  risen  from  the  ranks  to 
illustrate  the  other  great  force  of  the  Middle  Ages.  It 
is  easy  enough  to  find  human  interest  in  the  Crusades. 
The  human  side  of  the  Renaissance  can  be  made  real 
through  carefully  selected  sources ;  and  in  the  Reforma- 
tion Luther  and  Zwingli,  Calvin  and  Loyola,  and  others 
can  be  used  each  in  his  turn,  to  give  to  the  study  of  the 
period  an  interest  which  a  mere  general  narrative  would 
not  possess.  Spain  will  appear  as  the  nation  of  chief 
prominence  in  the  era  of  discovery,  and  through  Motley's 
fascinating  pages  the  pupil  may  be  led  to  an  understand- 
ing of  the  reasons  for  the  decline  of  Spanish  power. 
France,  with  Henry  IV  and  Louis  XIV,  may  head  the 
line  in  the  study  of  the  growth  of  nationality,  and  the 
French  Revolution  brings  that  country  to  the  fronf  again 
in  the  study  of  the  beginnings  of  modern  democracy. 
It  is  possible  to  follow  this  idea  from  800  a.d.  to  1900, 


Introduction  121 

bringing  the  larger  lessons  of  elementary  politics  and 
society  into  close  relation  with  the  lives  of  individual 
men  and  peoples. 

In  this  connection  the  committee  warmly  recommends 
to  teachers  the  perusal  of  Diesterweg's  article  on  "In- 
struction in  History "  in  Stanley  Hall's  "  Pedagogical 
Library,"  Vol.  I  (Ginn,  1883).  Diesterweg  is  in  favor  of 
insisting  on  the  few  culminating  points  of  history  and 
letting  everything  else  go.  His  idea  of  the  proper  title 
for  a  text-book  would  be :  "  Stories  of  the  most  remarka- 
ble events."  It  is  hopeless  to  strive  for  completeness  in 
regard  to  matter  and  uniformity  of  detail,  to  attempt  to 
"  distil  the  labor  of  historical  minds  during  fifty  years 
into  the  concentrated  experience  of  five  hours."  "  The 
reading  of  history,"  Diesterweg  goes  on,  "  must  be 
stataric  {i.e.  must  revolve  round  fixed  points)  before  we 
pass  over  to  cursory  reading."  And  Diesterweg  is  only 
unhappy  because  in  five  hundred  lessons  he  can  teach 
so  little  of  German  history.  Woe  to  us  with  the  history 
of  all  Europe  and  one  hundred  and  twenty  lessons ! 

Diesterweg's  conclusion  that  the  first  instruction  in 
general  European  history  should  deal  with  "  culminat- 
ing points,"  unquestionably  suggests  the  proper  method 
for  first  instruction  in  this  most  difficult  subject,  not  to 
impart  knowledge  as  if  it  came  from  an  encyclopedia,  a 
dictionary,  or  a  table  of  contents,  but  to  dwell  on  the 
points  of  the  most  far-reaching  importance,  those  that 
are  most  dramatic,  most  interesting,  and  most  familiar  to 
cultivated  persons  in  the  world  at  large.  Better  that 
the  pupil  should  read  ten  pages  about  the  peace  of 
Tilsit  than  all  that  the  text-book  has  to  say  on  the  whole 


122  Mediaeval  and  Modern  European  History 

period.  In  that  way  the  boy  will  be  introduced  to  the 
chief  personages  of  the  preceding  campaigns,  and  his 
natural  common  sense  will  lead  him  to  ask  what  monstrous 
defeats  could  have  led  to  this  cruellest  of  all  treaties  that 
France  ever  signed.  A  little  oasis  will  have  been  formed 
in  his  mind  from  which  he  will  be  constantly  and  in- 
stinctively reclaiming  more  and  more  of  the  arid  waste 
around.  By  this  treatment  it  is  possible  to  establish  a 
number  of  little  points  of  vantage  from  which  the  pupil 
can  look  around  over  the  whole  field.  These  are  to  be 
his  topics,  and  all  his  life  long  he  will  be  interested  in 
adding  to  and  readjusting  his  knowledge  concerning 
them.  Let  him  look  back  from  the  execution  of  Louis 
XVI  to  know  what  was  happening  in  the  months  just 
preceding;  let  him  be  introduced  to  the  struggle  of  the 
popes  and  emperors  by  reading  at  length  of  the  dramatic 
scene  at  Canossa.  This  period  of  wonderful  variety 
lends  itself  peculiarly  well  to  such  a  picturesque,  graphic 
treatment.  In  this  lies  its  salvation  as  a  school  study. 
It  is  well  understood  that  the  residuum  of  actual  knowl- 
edge left  in  the  mind  of  the  pupil  is  comparatively 
small.  We  can,  from  a  judicious  treatment  of  the 
period,  leave  strong  and,  as  far  as  they  go,  correct  im- 
pressions, which  will  be  of  great  value  in  future  reading 
and  study  and  in  the  general  understanding  of  civiliza- 
tion. With  such  incidental  treatment  and  the  use  as 
illustrations  of  simple  and  easily  appreciated  extracts 
from  contemporary  accounts  and  significant  documents, 
the  pupil  may  come  from  the  year's  work  with  some 
appreciation  of  what  the  Middle  Ages  mean  in  history, 
and  we  can  ask  for  little  more. 


Introduction  123 

Particularly  in  this  second  year  of  his  course  the  boy 
should  acquire  considerable  training  in  historical  methods 
and  ways  of  thinking,  and  should  become  familiar  with 
a  considerable  amount  of  literature.  He  should  learn 
to  distinguish  good,  scholarly  books  from  bad,  super- 
ficial ones,  and  it  should  be  pointed  out  to  some  extent 
how  history  books  are  written  :  that  we  have  not  merely 
been  copying  one  from  the  other  from  the  days  of 
Charlemagne  down,  but  that  large  masses  of  absolutely 
contemporary  evidence,  even  for  periods  as  distant  as 
that  of  Charlemagne,  still  exist,  and  are  constantly  being 
worked  over  anew.  It  is  quite  possible,  even  at  this 
stage  of  instruction,  to  impart  an  appreciation  of  the 
fact  that  historical  knowledge  is  advancing ;  that  when 
legends  like  that  of  William  Tell  being  the  founder  of 
Swiss  independence  are  abandoned,  it  is  on  good  grounds 
and  on  careful  sifting  of  evidence.  The  pupil  can  also 
be  shown  how  to  handle  books,  how  to  find  what  he 
wants  in  the  table  of  contents  or  in  the  index.  In  work- 
ing out  his  topics  he  can  be  taught  how  to  select  and  to 
group  his  facts,  as  well  as  to  express  his  results  in  con- 
cise and  correct  language.  Above  all,  his  imagination 
and  his  appreciation  of  what  is  really  interesting  and 
significant  may  be  quickened,  strengthened,  and  dis- 
ciplined. Remember  his  age  and  his  natural  interest 
in  stirring  episodes  and  in  great  men.  The  history  of 
mediaeval  and  modern  times  falls  naturally  into  connec- 
tion with  his  ordinary  reading,  with  Scott's  novels, 
and  even  with  the  Henty  books.  This  connection 
should  he  constantly  played  upon,  as  also  that  with 
the  ordinary  geography  lessons  of  this  age.     He  is  as 


124  Mediaeval  and  Modern  European  History 

yet  too  young  for  a  coherent,  philosophical  system  of 
history. 

The  Periods  of  European  History.  —  In  the  grouping 
of  subjects  for  this  course,  its  special  characteristics 
and  difficulties  of  treatment  have  been  kept  in  mind. 
Ten  groups  or  periods  have  been  made.  These  are 
to  a  certain  extent  chronological,  but  their  motive  is  to 
be  found  in  sequence  of  development  rather  than  of 
time.  They  therefore  frequently  overlap  each  other.  It 
will  be  noted  that  in  the  suggested  division  of  time  by 
exercises  stress  has  been  laid  upon  the  modern  period 
(since  the  beginning  of  the  Reformation).  This  is  done 
because  it  is  as  a  rule  easier  to  interest  a  class  in  those 
periods  which  can  be  constantly  related  to  and  illustrated 
from  our  modern  life,-  and  also  because  of  the  greater 
complexity  of  modern  history  and  its  increasing  impor- 
tance. It  is  necessary,  if  the  best  results  are  to  be 
attained,  to  consider  especially  the  quality  of  interest  in 
the  teaching  of  history  of  that  which  is  foreign  and 
remote. 

In  the  first  group,  the  Carolingian  Empire  and  Rise  of 
Feudalism,  the  pupil  is  brought  face  to  face  with  that 
Germanic  reorganization  which  wrought  such  great 
changes  in  the  constitution  of  Europe,  with  the  anarchy 
of  the  ninth  century,  and  the  adoption  of  a  new  system  of 
society  and  law,  rudely  adapted  to  rude  conditions.  This 
is  prefaced  by  introductory  sections  dealing  with  the  rise 
of  the  Papacy  and  Empire,  325-800  a.d.  These  sec- 
tions may  be  omitted,  or  used  only  for  a  rapid  review  in 
those  schools  which  carry  the  course  in  Ancient  History 
through  to  800  a.d.     Close  study  of  institutional  details 


Introduction  125 

is  manifestly  impossible  for  the  secondary  school  pupil. 
A  broad,  general  view  of  the  structure  of  feudalism,  and 
an  idea  of  Charles  the  Great  and  other  dominating 
figures,  together  with  a  picture  of  the  disorder  of  the 
ninth  century,  which  enforced  new  adjustments,  is  as 
much  as  can  be  expected.  The  pupil  may  obtain  a  clear 
apprehension  of  the  life  of  Europe  in  these  stormy 
centuries  from  reading  Scheffel's  "  Ekkehard,"  and 
the  impression  thus  gained  will  be  more  valuable 
to  him  than  much  exact  knowledge  more  painfully 
acquired. 

In  the  second  group,  a  short  time  is  found  for  noting 
the  new  imperial  regime  that  followed  the  downfall  of 
the  Carolingians  and  the  beginnings  of  the  mediaeval 
church.  In  it  the  first  Otto  stands  as  the  conspicuous 
and  dominating  figure.  This  is  hardly  more  than  a 
preface  to  this  large  group,  in  which  the  somewhat  diffi- 
cult subject  of  the  Empire  and  the  Church,  upon  which 
all  mediaeval  history  hinges,  is  studied.  The  technical 
questions  involved  may  be  left  out  of  consideration,  as 
only  to  be  grasped  by  far  older  students,  but  Henry  and 
Hildebrand  and  their  associates  may  tell  their  own  story 
in  a  way  to  vividly  impress  the  pupil's  mind,  and  gradu- 
ally work  out  into  true  proportions  if  he  pursues  his 
studies  in  later  years.  Within  the  same  group,  the 
questions  introduced  in  the  preceding  part  find  further 
illustration  and  development,  and  in  Frederic  Barba- 
rossa,  Bernard,  Frederick  II,  and  a  host  of  others,  is 
ample  material  for  a  brilliant  story  picture,  attractive  to 
any  young  person,  in  which  mediaeval  Europe  will  be- 
come real  in  spite  of  himself. 


126  Mediaeval  and  Modern  European  History 

The  Renaissance,  important  as  it  is,  is,  like  most  tran- 
sition periods,  somewhat  intangible.  It  is  best  studied 
through  its  typical  personalities,  Dante,  Petrarch,  Boc- 
caccio, Savonarola,  Macchiavelli,  Erasmus,  and  many 
others,  whose  lives  will  readily  suggest  themselves  as 
broadly  illustrative  of  the  period.  If  possible,  its  fun- 
damental, intellectual  idea,  and  its  relation  to  feudal 
Europe,  the  Church,  and  the  Reformation,  should  be 
sufficiently  developed  to  make  its  place  in  history  and 
its  contribution  clear  in  a  general  way  to  the  pupil. 

With  the  next  group,  the  Protestant  Revolution,  we 
come  to  a  period  interesting,  important,  modern,  and 
strongly  human.  It  is  very  difficult,  especially  in  public 
schools,  to  treat  Reformation  history  in  a  way  that  will 
not  give  offence  to  the  convictions  of  Protestants  or  of 
Roman  Catholics.  Is  it  out  of  place  to  suggest  that  the 
attitude  of  the  teacher  of  history  is  one  of  strict  im- 
partiality and  rigid  adherence  to  the  established  facts  of 
history  ?  The  story  may  be  simply  told.  The  critical 
questions  that  have  divided  peoples  are  not  to  be  threshed 
out  in  the  secondary  school.  It  is  only  the  facts  that 
made  history  that  are  the  subject  of  school  work. 

The  effect  of  the  Protestant  Revolution  and  of  race 
and  geographical  divisions,  in  emphasizing  the  spirit  of 
nationality  and  bringing  about  the  rise  of  modern 
nations  (notice  in  this  connection  the  peace  of  West- 
phalia and  the  German  revolt  against  Swedish  suprem- 
acy), advances  our  study  rapidly  into  the  widening  field 
of  international  relations,  and  this  suggestion  is  further 
developed  in  the  eighth  period,  in  which  the  wars  of 
the  eighteenth  century,  culminating  in  the  Seven  Years' 


Introduction  1 27 

War,  with  its  world-wide  consequences,  require  careful 
study  and  will  not  puzzle  the  pupil  overmuch.  He  will 
find  delight  in  the  campaigns  of  Marlborough,  Eugene, 
and  Frederic,  and  will  be  glad  to  know  what  came  from 
them  when  he  knows  how  profoundly  they  affected  the 
life  of  to-day.  The  growing  solidarity  of  mankind,  and 
the  consequent  complication  of  international  relations, 
should  be  impressed  in  a  simple  way  at  this  point,  and 
the  thread  thus  taken  up  may  be  followed  with  interest 
and  profit.  Time  must  be  found  also  to  indicate  the 
direction  of  the  great  current  of  eighteenth-century 
thought.  We  cannot  make  our  secondary  school  pupil 
a  philosopher,  but  it  will  not  be  difficult  to  show  him 
how  rapidly  the  Western  world  moved  toward  new 
things  during  the  years  in  which  Voltaire  and  Rous- 
seau and  the  great  German  writers  and  thinkers 
flourished. 

The  French  Revolution,  rich  in  graphic  literature, 
intense,  dramatic,  and  rapid  in  action,  with  its  culmina- 
tion in  Napoleon,  is  always  an  easy  period  to  which  to 
draw  and  hold  the  attention  of  a  class,  and  from  which 
to  teach  many  important  primary  lessons  in  history  and 
politics. 

It  is  to  be  hoped  that  the  full  allotment  of  time  can 
be  given  to  the  study  of  the  growth  of  nationality  and 
democracy  in  the  nineteenth  century.  The  teacher 
should  show  here  how  all  the  great  tendencies  and 
movements  have  culminated  and  worked  themselves  out 
in  this  most  recent  period,  out  of  which  has  come  the 
life  of  to-day.  The  heritage  from  Charles  the  Great 
to  William  I  or  Victor  Emmanuel  II  is  not  very  difficult 


128  Mediaeval  and  Modern  European  History 

to  show  after  a  year  of  graphic  study  on  the  lines  here 
indicated.  Throughout  the  year  stress  should  continu- 
ally be  laid  upon  culminating  points,  and  the  lives  of 
typical  men  and  women.  An  attempt  has  been  made 
to  suggest  possibilities  in  this  direction  in  connection 
with  the  different  sections  and  topics. 


Small  School  Library  129 

SMALL  SCHOOL  LIBRARY  COSTING  ABOUT 
TWENTY-FIVE   DOLLARS 

Adams,  G.  B.,  Civilization  during  the  Middle  Ages.  N.Y.,  Scribner, 
1894.     $2.50. 

,  Growth  of  the  French  Nation.   N.Y.,  Macmillan,  1897.   $1.25. 

Archer,  T.  A.,  and  Kingsford,  C.  L.,  The  Crusades.  (Story  of 
the  Nations.)     N.Y.,  Putnam,  1895.     $1.50. 

Besant,  Walter,  Gaspard  de  Coligny.  N.Y.,  American  Book 
Co.,  1901.     30  cents. 

Brown,  H.  F.,  The  Venetian  Republic.  (Temple  Primers.)  N.Y., 
Macmillan,  1902.     40  cents. 

Bryce,  James,  The  Holy  Roman  Empire.  London  and  N.Y.,  Mac- 
millan, 1896.     $1. 

Eginhard,  Charlemagne..  N.Y.,  American  Book  Co.,  1880.  30 
cents. 

Emerton,  Ephraim,  Mediaeval  Europe.    Boston,  Ginn,  1894.   $1 .50. 

Fournier,  August,  Napoleon  the  First.    N.Y.,  Holt,  1903.    $2. 

Fyffe,  C.  A.,  History  of  Modern  Europe  (popular  edition  in  one 
volume).  N.Y.,  Holt,  1896.  $2.75.  Or,  Phillips,  W.  A., 
Modern  Europe,  18 15-1899.  (Periods  of  European  History.) 
N.Y.,  Macmillan,  1901.     $1.60. 

Gardiner,  B.  M.,  The  French  Revolution.  (Epochs.)  N.Y., 
Longmans,  1902.  $1.  Or,  Morris,  W.  O'Connor,  The  French 
Revolution  and  First  Empire.     N.Y.,  Scribner,  1894.    $1. 

Gardiner,  S.  R.,  School  Atlas  of  English  History.  N.Y.,  Long- 
mans, 1891.     $1.50. 

,The  Thirty  Years1  War.     (Epochs.)     N.Y.,  Longmans,  1886. 

■   $1. 

Hassall,  Arthur,  Louis  XIV.  (Heroes.)  N.Y.,  Putnam,  1899. 
$1.50. 

Hausser,  Ludwig,  The  Period  of  the  Reformation,  15 17-1648. 
'    N.Y.,  American  Tract  Society,  n.  d.    $2. 

Henderson,  E.  F.,  A  Short  History  of  Germany.  2  vols.  N.Y., 
Macmillan,  1902.     $4. 


130     Mediaeval  and  Modern  European  History 

Hume,  M.  A.  S.,  The  Spanish  People.     (Great  Peoples  Series.) 

N.Y.,  Appleton,  1900.     $1.50. 
Longman,  F.  W.,  Frederick  the  Great  and  the  Seven  Years1  War. 

(Epochs.)     N.Y.,  Longmans,  1898.     $1. 
Motley,  J.  L.,  Peter  the  Great.     N.Y.,  Maynard,  Merrill  &  Co., 

1893.     25  cents. 
Ploetz,  Carl,  Epitome  of  Ancient,  Mediaeval,  and  Modern  His- 
tory.    Boston,  Houghton  &  Mifflin,  1883.     $3. 
Robinson,  J.  H.?  Readings  in  European  History.     Boston,  Ginn. 

In  Press,  1904. 
Seebohm,  F.,  The  Era  of  the  Protestant  Revolution.     (Epochs.) 

N.Y.,  Longmans,  1890.     $1. 
Symonds,  J.  A.,  Short  History  of  the  Renaissance  in  Italy,  edited 

by  Pearson.     N.Y.,  Holt,  1894.    $1.75. 
Wakeman,  H.  O.,  The  Ascendency  of  France,  1 598-1 71 5.     (Periods 

of  European  History.)     New  York,  Macmillan.     $1.40. 

The  above  list  can  be  purchased  for  a  school  library  through  a 
firm  of  general  booksellers  for  about  $25.  It  includes  books  pri- 
marily for  collateral  reading  and  therefore  omits  the  text-books  of 
Munro,  Myers,  Robinson,  West,  Whitcomb,  etc.,  whose  exact  titles 
may  be  found  in  the  list  below. 


Town  or  Large  School  Library        131 


SELECT  LIST  OF  BOOKS  REFERRED  TO  IN 
THIS  OUTLINE  AND  ADAPTED  FOR  A 
TOWN    OR   LARGE   SCHOOL   LIBRARY 

Adams,  G.  B.,  Civilization  during  the  Middle  Ages.     N.Y.,  Scrib- 
ner, 1894. 

,  European  History.     N.Y.,  Macmillan,  1899.     Or, 

,  Mediaeval  and  Modern  History.     N.Y.,  Macmillan,  1900. 

,  Growth  of  the  French  Nation.     N.Y.,  Macmillan,  1896. 

Alzog,  John,  Manual  of  Universal  Church  History.     3  vols.     Cin- 
cinnati, Clarke,  1899. 
Andrews,  C.  M.     The  Historical  Development  of  Modern  Europe 

(student's  edition  in  one  volume).     N.Y.,  Putnam,  1900. 
Archer,  T.  A.,  The  Crusade  of  Richard  I.     (English  History  from 

Contemporary  Writers.)     N.Y.,  Putnam,  1889. 
Archer,  T.  A.,  and  Kingsford,  C.  L.,  The  Crusades.     (Story  of 

the  Nations.)     N.Y.,  Putnam,  1895. 
Armstrong,  Edward,  The   Emperor  Charles  V.     2  vols.     N.Y., 

Macmillan,  1902. 
Bain,   R.  Nisbet,  Charles  XII.     (Heroes  of  the  Nations.)     N.Y., 

Putnam,  1895. 
Baird,  H.  M.,  Rise  of  the  Huguenots  of  France.     2  vols.     N.Y., 

Scribner,  1879. 
Balzani,  Ugo,  The  Popes  and  the  Hohenstaufen.      (Epochs  of 

Church  History.)     N.Y.,  Longmans,  1889. 
Belloc,  H.,  Danton.     N.Y.,  Scribner,  1899. 
Bemont,  Charles,  and  Monod,  G.,  Medieval  Europe,  395-1270. 

N.Y.,  Holt,  1902. 
Besant,  Walter,  Gaspard   de  Coligny.      N.Y.,  American  Book 

Co.,  1 90 1. 
Bismarck,  Otto  von,  Reflections  and   Reminiscences.     2   vols. 

N.Y.,  Harper,  1899. 
Blok,  P.  J.,  History  of  the  People  of  the  Netherlands.     3  vols. 

N.Y.,  Putnam,  1898. 


132    Mediaeval  and  Modern  European  History 

Bourrienne,  A.  F.  de,  Memoirs  of  Napoleon  Bonaparte,  edited  by 

Phipps.     4  vols.     N.Y.,  Scribner. 
Bright,  J.  F.,  Maria  Theresa;  Joseph  II.     (Foreign  Statesmen.) 

N.Y.,  Macmillan,  1897. 
Brown,  Horatio  F.,  The  Venetian  Republic.     (Temple  Primers.) 

N.Y.,  Macmillan,  1902. 
Bryce,  James,  The  Holy  Roman  Empire.     N.Y.,  Macmillan,  1899. 

Also  cheap  edition,  N.Y.,  Burt. 
Burke,  Edmund,  Reflections  on  the  Revolution  in  France.    (Came- 

lot  Series.)     London,  Scott,  n.  d.     Also,  N.Y.,  Macmillan. 
Burckhardt,  Jacob,  The  Civilisation  of  the  Renaissance  in  Italy. 

N.Y.,  Macmillan,  1898. 
Caldecott,  A.,  English  Colonization  and  Empire.     N.Y.,  Scrib- 
ner, 1 89 1. 
Calvin,  John,  The  Institutes  of  Christian  Religion,  translated  by 

John  Allen.      2   vols.     Philadelphia,  Presbyterian   Board   of 

Publication,  n.  d. 
Carlyle,  Thomas,  French  Revolution.    3  vols.,  edited  by  Rose. 

N.Y.,  Macmillan,    1902.      Also   3  vols.,    edited   by   Fletcher. 

Putnam,  1902.     Also  Temple  Classics  and  Harper. 
,  History  of  Friedrich  II  of  Prussia,  called  Frederick  the  Great. 

6  vols.     London,  Chapman  &  Hall,  185 8-1 864. 
Cesaresco,  Countess  E.  M.,  The  Liberation  of  Italy,  181 5-1870. 

N.Y.,  Scribner,  1894. 

,  Cavour.     (Foreign  Statesmen.)     N.Y.,  Macmillan,  1898. 

Cheyney,  Edward  P.,  Industrial  and  Social  History  of  England. 

N.Y.,  Macmillan,  1901. 
Colby,  C.  W.,  Selections  from  the  Sources   of  English  History. 

N.Y.,  Longmans,  1899. 
Compayre,  Gabriel,  Abelard.     N.Y.,  Scribner,  1893. 
Cornish,  F.  W.,  Chivalry.     N.Y.,  Macmillan,  1901. 
Coubertin,   Pierre  de,  Evolution  of    France  under  the  Third 

Republic.     N.Y.,  Crowell,  1897. 
Cox,    G.    W.,    The    Crusades.       (Epochs.)       N.Y.,    Longmans, 

1874. 
Creighton,  Louise,  The    Duke   of    Marlborough.      N.Y.,  Long- 
mans, 1892. 


Town  or  Large  School  Library        1 3  3 

Creighton,  Mandell,  History  of  the  Papacy,  from  the  Great 
Schism  to  the  Sack  of  Rome.     6  vols.     N.Y.,  Longmans,  1897. 

Crozer  Historical  Leaflets.  Chester,  Pennsylvania,  Crozer 
Theological  Seminary,  1901-1902. 

Cutts,  E.  L.,  Scenes  and  Characters  of  the  Middle  Ages.  London, 
1872.  « 

Dandliker,  Karl,  Short  History  of  Switzerland.  N.Y.,  Macmillan, 
1899. 

Davis,  H.  W.  C,  Charlemagne.     (Heroes.)     N.Y.,  Putnam,  1900. 

Duffy,  Bella,  Tuscan  Republics.  (Story  of  the  Nations.)  N.Y., 
Putnam,  1893. 

Duruy,  Victor,  The  Middle  Ages.     N.Y.,  Holt,  1891. 

,  Modern  Times.     N.Y.,  Holt,  1894. 

Eginhard,  Charlemagne.     N.Y.,  American  Book  Co.,  1880. 

Emerton,  Ephraim,  Desiderius  Erasmus.  (Heroes  of  the  Refor- 
mation.)    N.Y.,  Putnam,  1899. 

,  Introduction  to  the  Study  of  the  Middle  Ages.     Boston,  Ginn, 

1888. 

,  Mediaeval  Europe.     Boston,  Ginn,  1894. 

Fisher,  G.  P.,  History  of  the  Christian  Church.  N.Y.,  Scrib- 
ner, 1893. 

,  The  Reformation,  N.Y.,  Scribner,  1883. 

Fiske,  John,  The  Discovery  of  America.  2  vols.  Boston,  Hough- 
ton &  Mifflin,  1892. 

Fournier,  August,  Napoleon  the  First.     N.Y.,  Holt,  1903. 

Freeman,  Edward  A.,  Historical  Essays.  First  Series.  London, 
Macmillan,  1871. 

Froissart,  Sir  John,  Chronicles.  G.  C.  Macaulay's  edition  of  Ber- 
ner's  translation.     N.Y.,  Macmillan,  1895. 

,  Lanier's  Boy's  Froissart,  N.Y.,  Scribner,  1879. 

Fyffe,  C.  A.,  History  of  Modern  Europe,  1 792-1 878  (popular 
edition  in  one  volume).     N.Y.,  Holt,  1896. 

Gardiner,  B.  M.,  The  French  Revolution.  (Epochs.)  N.Y., 
Longmans,  1902. 

Gardiner,  S.  R.,  The  Thirty  Years'  War.  (Epochs.)  N.Y., 
Longmans,   1886. 

,  School  Atlas  of  English  History.     N.Y.,  Longmans,  1891. 


134    Mediaeval  and  Modern  European  History 

Gardner,  E.  G.,  Dante.    (Temple  Primers.)   N.Y.,  Macmillan,  1900. 

Gautier,  Leon,  Chivalry.     London,  Routledge,  1891. 

Gibbins,  H.  de  B.,  History  of  Commerce  in  Europe.  N.Y.,  Mac- 
millan, 1 89 1. 

Gibbon,  Edward,  Decline  and  Fall  of  the  Roman  Empire,  edited 
by  Bury.     7  vols.     N.Y.,  Macmillan,  1 897-1900. 

Gilman,  Arthur,  The  Saracens.  (Story  of  the  Nations.)  N.Y., 
Putnam,  1887. 

Green,  J.  R.,  Short  History  of  the  English  People.  N.Y.,  Ameri- 
can Book  Co.,  1879. 

,  The  Conquest  of  England.     N.Y.,  Harper,  1884. 

Grosvenor,  E.  A.,  Constantinople.     Boston,  Roberts  Bros.,  1895. 

Guizot,    F.    P.    G.,  Concise   History   of  France.     Boston,  Estes, 

1879. 

,  Popular  History  of  France.     8  vols.     Boston,  Estes,  1885. 

Harrison,  Frederic,  Byzantine  History  in  the  Early  Middle  Ages. 

N.Y.,  Macmillan,  1900. 
,  William  the  Silent.     (Foreign  Statesmen.)     N.Y.,  Macmillan, 

1897. 
Hassall,  Arthur,  Louis  XIV.     (Heroes.)    N.Y.,  Putnam,  1895. 
Hausser,  Ludwig,   The   Period  of  the   Reformation,  15 17-1648. 

N.Y.,  American  Tract  Society,  n.  d. 
Hazen,  C.   D.,  Contemporary  American  Opinion   of  the   French 

Revolution   (Johns   Hopkins   University  Studies.     Extra  vol. 

XVI).     Baltimore,  1897. 
Headlam,  J.  W.,  Bismarck.     (Heroes.)     N.Y.,  Putnam,  1899. 
Henderson,  E.  F.,  History  of  Germany  in  the  Middle  Ages.    N.Y., 

Macmillan,  1894. 
,  Select   Historical  Documents   of  the   Middle   Ages.      N.Y., 

Macmillan,  1892. 

,  Short  History  of  Germany.     2  vols.     N.Y.,  Macmillan,  1902. 

Hodgkin,    Thomas,    Charles    the    Great.      (Foreign    Statesmen.) 

N.Y.,  Macmillan,  1897. 
Hume,  M.  A.  S.,  The  Spanish  People.     (Great  Peoples  Series.) 

N.Y.,  Appleton,  1900. 
Hutton,  W.  H.,  Philip  Augustus.     (Foreign  Statesmen.)     N.  Y., 

Macmillan,  1896. 


Town  or  Large  School  Library        i  3  5 

Jackson,  S.  M.,  Zwingli.      (Heroes  of  the  Reformation.)      N.Y., 

Putnam,  1901. 
Jacobs,  H.   E.,   Martin   Luther.      (Heroes  of  the  Reformation.) 

N.Y.,  Putnam,  1898. 
Janssen,  J.,  History  of  the  German  People  at  the  Close  of  the 

Middle  Ages.     6  vols.     St.  Louis,  Herder,  1896-1903. 
Jenks,  Edward,  History  of  the  Australasian  Colonies.     N.Y.,  Mac- 

millan,  1895. 
Jessopp,  Augustus,  The  Coming  of  the  Friars,  and  other  Historic 

Essays.     N.Y.,  Putnam,  1890. 
Johnson,  A.  H.,  The   Normans   in   Europe.     (Epochs.)     N.Y., 

Longmans,  1893. 
Johnston,  R.  M.,  Napoleon.     N.Y.,  Barnes,  1904. 
Joinville,  Jean  Sieur  de,  Memoir  of  Louis  IX.     (Chronicles  of 

the  Crusades,  Bohn.)     N.Y.,  Macmillan. 
Jones,  Guernsey,  Civilization  in  the  Middle  Ages.     Chicago,  Ains- 

worth,  1900. 
Jusserand,  J.  J.,  English  Wayfaring   Life  in  the   Middle  Ages. 

N.Y.,  Putnam,  1889. 
Keary,  C.  F.,  The  Vikings  in  Western  Christendom.     N.Y.,  Put- 
nam, 1 89 1. 
Keltie,  J.  Scott,  The  Partition  of  Africa.    London,  Stanford,  1893. 
Kirk,  J.  F.,  Charles  the  Bold.     3  vols.     Philadelphia,  Lippincott, 

1 864-1 868. 
Kitchin,  G.  W.,  History  of  France.    3  vols.     Oxford,  Clarendon 

Press,  1899. 
Kostlin,  Julius,  Life  of  Luther.     N.Y.,  Scribner,  1883. 
Kovalevsky,  Maxime,  Russian   Political   Institutions.      Chicago, 

University  Press,  1902. 
Kugler,  Francis,  Frederick  the  Great.     London,  Routledge,  1877 
Lane-Poole,  Stanley,  Saladin.     (Heroes.)    N.Y.,  Putnam,  1898. 
,  The  Moors  in  Spain.     (Story  of  the  Nations.)     N.Y.,  Putnam, 

1899. 
,  The  Speeches  and  Table-Talk  of  the  Prophet  Mohammad. 

N.Y.,  Macmillan,  1882. 
Lanfrey,  Pierre,  History  of  Napoleon  I.    4  vols.     London,  Mac- 
millan, 1 871-1879. 


136    Mediaeval  and  Modern  European  History 

Latimer,  E.  W.,  Europe  in  Africa  in  the  Nineteenth  Century. 
Chicago,  McClurg,  1895. 

Lavisse,  Ernest,  The  Youth  of  Frederick  the  Great.  Chicago, 
Scott,  Foresman  &  Co.,  1892. 

,  General  View  of  the  Political  History  of  Europe.  N.Y.,  Long- 
mans, 1892. 

Lea,  H.  C,  A  History  of  the  Inquisition  of  the  Middle  Ages. 
3  vols.      N.Y.,  Harper,  1888. 

Lecky,  W.  E.  H.,  The  French  Revolution  (ed.  Bourne).  N.Y., 
Appleton,  1904. 

,  History  of  England  in  the  Eighteenth  Century.  8  vols.  Lon- 
don, Longmans,  1 878-1 890. 

Leroy-Beaulieu,  Anatole,  The  Empire  of  the  Tsars  and  the 
Russians.     3  vols.     N.Y.,  Putnam,  1893-1896. 

Locke,  Clinton,  Age  of  the  Great  Western  Schism.  (Ten  Epochs 
of  Church  History.)     N.Y.,  Scribner,  1896. 

Lodge,  Richard,  The  Close  of  the  Middle  Ages,  1273- 1494. 
(Periods  of  European  History.)     N.Y.,  Macmillan,  1901. 

,  History   of   Modern   Europe.       N.Y.,   American   Book   Co., 

1901. 

,  Richelieu.     (Foreign  Statesmen.)     N.Y.,  Macmillan,  1896. 

Longman,  F.  W.,  Frederick  the  Great  and  the  Seven  Years1  War, 
(Epochs.)     N.Y.,  Longmans,  1898. 

Lowell,  A.  Lawrence,  Governments  and  Parties  in  Continental 
Europe.     2  vols.     Boston,  Houghton  &  Mifflin,  1896. 

Lowell,  Edward  J.,  The  Eve  of  the  French  Revolution.  Boston, 
Houghton  &  Mifflin,  1892. 

Lowell,  F.  C,  Joan  of  Arc.     Boston,  Houghton  &  Mifflin,  1896. 

Luther,  Martin,  Table  Talk.     (Bohn.)     N.Y.,  Macmillan,  1846. 

Macaulay,  T.  B.,  Essay  on  Frederick  the  Great.  N.Y.,  Maynard, 
Merrill  &  Co.,  1893. 

McCarthy,  Justin,  History  of  Our  Own  Times.  2  vols.  N.Y., 
Harper,  1880. 

Mahan,  A.  T.,  Influence  of  Sea  Power  upon  History,  1660-1783. 
Boston,  Little,  Brown  &  Co.,  1890. 

,  Influence  of  Sea  Power  upon  the  French  Revolution  and  Em- 
pire.    2  vols.     Boston,  Little,  Brown  &  Co.,  1893. 


Town  or  Large  School  Library        137 

Marco  Polo,  Travels.    N.Y.,  Cassell,  1886.     Or,  Brooks,  Noah, 

The  Story  of  Marco  Polo.     N.Y.,  Century,  1898. 
Masson,  Gustave,  Mediaeval  France.   (Story  of  the  Nations.)    N.  Y., 

Putnam,  1888. 
Milman,  H.  H.,  History  of  Latin  Christianity.    8  vols,  in  4.     N.Y., 

Armstrong,  1899. 
Morfill,  W.  R.,  Story  of  Poland.      (Story  of  the  Nations.)    N. Y., 

Putnam,  1893. 
Morley,  John,  Rousseau.     2  vols.     N.Y.,  Macmillan,  1873. 

,  Voltaire.     N.Y.,  Macmillan,  1900. 

Morris,  W.  O'Connor,  The  French  Revolution  and  First  Empire. 

N.Y.,  Scribner,  1894. 
Motley,  J.   L.,   Rise  of  the  Dutch   Republic.     3   vols.      N.Y., 

Harper,  1856. 
,  History  of  the  United  Netherlands.     4  vols.     N.Y.,  Harper, 

1861-1868. 
,   Life    and  Death   of   John   of   Barneveld.      2   vols.      N.Y., 

Harper,  1874. 

,  Peter  the  Great.     N.Y.,  Maynard,  Merrill  &  Co.,  1893. 

Muller,  Wilhelm,  Political  History  of  Recent  Times,  translated 

by  Peters.     N.Y.,  American  Book  Co.,  1882. 
Munro,  D.  C,  A  History  of  the  Middle  Ages.   N.  Y.,  Appleton,  1902. 
Myers,  P.  V.  N.,  The  Middle  Ages.     Boston,  Ginn,  1903. 

: ,  The  Modern  Age.     Boston,  Ginn,  1904. 

Norton,  C.  E.,  Church-building  in  the  Middle  Ages.    N.Y.,  Harper, 

1880. 
Odysseus,  Turkey  in  Europe.     London,  Arnold,  1900. 
Oliphant,  Mrs.   M.    O.  W.,   The  Makers   of  Florence.      N.Y., 

Macmillan,  1888. 

,  The  Makers  of  Venice.     N.Y.,  Macmillan,  1888. 

,  The  Makers  of  Modern  Rome.     N.Y.,  Macmillan,  1895. 

Oman,  C.  W.  C,  The  Art  of  War  in  the  Middle  Ages.     N.Y.,  Put- 
nam, 1898. 
,  The  Dark  Ages,  476-918.      (Periods  of  European  History.) 

N.Y.,  Macmillan,  1893. 
,  Byzantine  Empire.     (Story  of  the  Nations.)     N.Y.,  Putnam, 

1892. 


138    Mediaeval  and  Modern  European  History 

Pastor,  Ludwig,  History  of  the  Popes.  6  vols.  St.  Louis,  Herder, 
I 891-1898. 

Pears,  Edwin,  The  Fall  of  Constantinople.     N.Y.,  Harper,  1886. 

,  The  Destruction  of  the  Greek  Empire.     N.Y.,  Longmans,  1903. 

Pennsylvania  Translations  and  Reprints  from  the  Origi- 
nal Sources  of  European  History.  6  vols.  Philadelphia, 
University  of  Pennsylvania.    AlsoN.Y.,  Longmans,  1894-1899. 

Perkins,  J.  B.,  France  under  Louis  XV.  2  vols.  Boston,  Hough- 
ton &  Mifflin,  1897. 

,  France   under  the  Regency.      Boston,  Houghton   &  Mifflin, 

1892. 

,  Richelieu.    (Heroes.)     N.Y.,  Putnam,  1900. 

Perry,  Frederick,  St.  Louis.     (Heroes.)     N.Y.,  Putnam,  1901. 

Phillips,  W.  A.,  Modern  Europe,  1815-1899.  (Periods  of  Euro- 
pean History.)     N.Y.,  Macmillan,"  1 901. 

Ploetz,  Carl,  Epitome  of  Ancient,  Mediaeval,  and  Modern  History. 
Boston,  Houghton  &  Mifflin,  1884. 

Poole,  R.  L.,  Wycliffe  and  Movements  of  Reform.  (Epochs  of 
Church  History.)     N.Y.,  Longmans,  1889. 

Prescott,  W.  H.,  History  of  the  Reign  of  Ferdinand  and  Isabella. 
3  vols.     (Bohn.)     N.Y.,  Macmillan,  1853. 

Probyn,  J.  W.,  Italy,  1815-1890.     N.Y.,  Cassell,  1891. 

Putzger,  F.  W.,  Historischer  Schul -Atlas.  American  edition.  N.Y., 
Lemcke  &  Buechner,  1904. 

Rambaud,  Alfred,  Popular  History  of  Russia.  3  vols.  Boston, 
Estes,  1880. 

Rashdall,  H.,  The  Universities  of  Europe  in  the  Middle  Ages 
(2  vols,  in  3  pts.).     Oxford,  Clarendon,  1895. 

Reinsch,  Paul  S.,  Colonial  Government.     N.Y.,  Macmillan,  1902. 

,  World  Politics.     N.  Y.,  Macmillan,  1900. 

Remusat,  Madame  de,  Memoirs.     London,  Low,  1880. 

Robertson,  W.,  Charles  the  Fifth,  edited  by  Prescott.  3  vols. 
London,  Routledge,  1857. 

Robinson,  J.  H.,  An  Introduction  to  the  History  of  Western 
Europe.     Boston,  Ginn,  1903. 

,  Readings  in  European  History.      Boston,  Ginn.     In  Press 

(1904). 


Town  or  Large  School  Library        139 

Ropes,  John  C,  The  First  Napoleon.  Boston,  Houghton  &  Mif- 
flin, 1885. 

Rose,  J.  Holland,  Napoleon  I.  2  vols.  N.Y.,  Macmillan,  1901- 
1902. 

,  The  Revolutionary  and  Napoleonic  Era,  1 789-1815.  (Cam- 
bridge Historical  Series.)     N.Y.,  Macmillan,  1894. 

Rosebery,  Lord,  Napoleon,  The  Last  Phase.     N.Y.,  Harper.  1900. 

Sabatier,  Paul,  Life  of  St.  Francis  of  Assisi.  N.Y.,  Scribner, 
1894. 

St.  Francis,  The  Legend  of  St.  Francis  by  the  Three  Companions  ; 
The  Mirror  of  Perfection;  and  The  Little  Flowers.  (Temple 
Classics.)     N.Y.,  Macmillan,  1898-1903. 

Say,  Leon,  Turgot.  (Great  French  Writers,  translated  by  Mas- 
son.)     London,  Routledge,  1888. 

Schaff,  Philip,  History  of  the  Christian  Church.  6  vols.  N.Y., 
Scribner,  1 882-1 892. 

Schuyler,  Eugene,  Peter  the  Great.    2  vols.    N.Y.,  Scribner,  1884. 

Seebohm,  F.,  The  Era  of  the  Protestant  Revolution.  N.Y.,  Long- 
mans, 1890. 

,  The  Oxford  Reformers  (3d  ed.).     N.Y.,  Longmans,  1887. 

Seeley,  J.  R.,  Expansion  of  England.  Boston,  Little,  Brown 
&  Co.,  1889. 

,  Life  and  Times  of  Stein.      2  vols.     Boston,  Little,  Brown 

&  Co.,  1879. 

,  Napoleon  the  First.     Boston,  Little,  Brown  &  Co.,  1886. 

Seignobos,  Charles,  The  Feudal  Regime,  translated  by  Dow. 
N.Y.,  Holt,  1902. 

,  Political  History  of  Europe  since  18 14,  translated  by  Mac- 
vane.     N.Y.,  Holt,  1899. 

Sergeant,  Lewis,  The  Franks.  (Story  of  Nations.)  N.Y.,  Put- 
nam, 1898. 

,  Wyclif.     (Heroes.)     N.Y.,  Putnam,  1893. 

Simpson,  Samuel,  Zwingli.     N.Y.,  Baker  &  Taylor,  1902. 

Slatin,  R.  C,  Fire  and  Sword  in  the  Sudan.  (Popular  edition.) 
N.Y.,  Lane,  1897. 

Sloane,  W.  M.,  Life  of  Napoleon  Bonaparte.  4  vols.  N.Y.,  Cen- 
tury, 1897. 


140    Mediaeval  and  Modern  European  History 

Smith,  Justin  H.,  The  Troubadours  at  Home.    2  vols.    N.Y.,  Put- 
nam, 1899. 
Smith,  Munroe,   Bismarck  and   German   Unity.     N.Y.,  Macmil- 

lan,  1898. 
Stanley,  Henry  M.,  How  I  Found  Livingstone.     N.Y.,  Scribner, 

1884. 

,  Through  the  Dark  Continent.     2  vols.     N.Y.,  Harper,  1878. 

,  In  Darkest  Africa.     2  vols.     N.Y.,  Scribner,  1890. 

Statesman's  Year  Book,  edited  by  J.  S.  Keltic     N.Y.,  Mac- 

millan,  annual. 
Stephens,  H.  Morse,  Revolutionary  Europe,  1789-18 15.     (Periods 

of  European  History.)     N.Y.,  Macmillan,  1893. 
Stephens,  W.  R.  W.,  Hildebrand.     (Epochs  of  Church  History.) 

.N.Y.,  Longmans,  1888. 
Stillman,  W.  J.,  The  Union  of  Italy,   181 5-1 895.      (Cambridge 

Historical  Series.)     N.Y.,  Macmillan,  1898. 
Sully,  Due  de,  Memoirs.    4  vols.     (Bohn.)     N.Y.,  Macmillan, 

1856. 
Symonds,  J.  A.,  Short  History  of  the  Renaissance  in  Italy,  edited 

by  Pearson.     N.Y.,  Holt,  1894. 

,  The  Renaissance  in  Italy.     7  vols.     N.Y.,  Holt,  1 898-1 899. 

Taine,  H.  A.,  The  Ancient  Regime,  translated  by  Durand.     N.Y., 

Holt,  1896. 
Talleyrand,  Prince,  Correspondence  with   Louis  XVIII  during 

the   Congress   of  Vienna,  edited  by  Pallain.     N.Y.,  Harper, 

1881. 
Thatcher,  O.  J.,  and  Schwill,  F.,  Europe  in  the  Middle  Age. 

N.Y.,  Scribner,  1896. 
Thayer,  William   R.,  Throne-Makers.      Boston,    Houghton  & 

Mifflin,  1899. 
Tocqueville,  Alexis  de,  The  Old  Regime  and  the  Revolution. 

N.Y.,  Harper,  1856. 
Tout,  T.  F.,  The  Empire  and  the  Papacy,  918-1272.     (Periods  of 

European  History.)     N.Y.,  Macmillan,  1898. 
Toynbee,  Arnold,  The  Industrial   Revolution  of  the  Eighteenth 

Century  in  England.     N.Y.,  Longmans,  1890. 
Trench,  R.  C,  Gustavus  Adolphus.     N.Y.,  Macmillan,  1892. 


Town  or  Large  School  Library        141 

Tuttle,  Herbert,  History  of  Prussia.     4  vols.     Boston,  Hough- 
ton &  Mifflin,  1 884-1 896. 
Van  Dyke,  J.  C,  Text-book  of  the   History  of  Painting.    N.Y., 

Longmans,  1895. 
Vasari,  G.,  Lives  of  the  Most   Eminent  Painters,  Sculptors,  and 

Architects.      8  vols.      (Temple   Classics.)     N.Y.,  Macmillan, 

1900. 
Viollet-le-Duc,  E.  E.,  Annals  of  a  Fortress.     Boston,  Osgood, 

1876. 
Wakeman,  H.  O.,  The  Ascendency  of  France,  1598-1713.     (Periods 

of  European  History.)     N.Y.,  Macmillan,  1894. 
Warburton,  W.  P.,  Edward  III.     (Epochs.)     N.Y.,  Longmans, 

1887. 
West,  A.  F.,  Alcuin  and  the  Rise  of  the  Christian  Schools.     N.Y., 

Scribner,  1892. 
West,  W.  M.,  Modern  History.     Boston,  Allyn  &  Bacon,  1904. 
Whitcomb,  M.,  A  History  of  Modern  Europe.     N.Y.,  Appleton, 

1903. 
,  Literary  Source  Books  of  the  Italian  Renaissance  and  German 

Reformation.   2  vols.   Philadelphia,  University  of  Pennsylvania, 

1899. 
Whitman,  Sidney,  Austria.    (Story  of  the  Nations.)    N.Y.,  Putnam, 

1899. 
Willert,  P.  F.,  Henry  of  Navarre.     (Heroes.)     N.Y.,  Putnam, 

1900. 

,  Mirabeau.     (Foreign  Statesmen.)     N.Y.,  Macmillan,  1889. 

Young,  Arthur,  Travels  in  France,  1 787-1 789.     (Bohn.)     N.Y., 

Macmillan,  1889. 


142    Mediaeval  and  Modern  European  History 


ft  55 


GENERAL    SURVEY   OF   THE   FIELD 

MEDIAEVAL   AND   MODERN   EUROPEAN 
HISTORY,   800-1900  a.d. 


o  S 
«  o 


I. 

The  Carolingian 
Empire  and  the 
Rise  of  Feudal- 
ism, to  the 
Tenth  Century. 


II. 

The  Papacy  and 
the  Beginning 
of  the  New 
German-Roman 
Empire,  to  1254. 


III. 

The  Formation 
of  France,  to 


328. 


13- 


14. 


1.  The  development  of  the  Christian 

church. 

2.  The  consolidation  of  the  Frankish 

kingdom,  to  768. 

3.  The  wars  and  conquests  of  Charle- 

magne. 

4.  The   founding    of  the    empire   of 

Charlemagne,  800  a.d. 

5.  The    decline    of   the    Carolingian 

empire,    and    the    formation   of 
separate  monarchies. 

6.  The  beginnings  of  feudalism. 

7.  Germany  and  Italy,  to  the  death  of 

Otto  the  Great,  973. 

8.  The  struggle  over  the  right  of  in- 

vestiture, to  1 122. 

9.  Frederick    I    (Barbarossa),    1152- 

1190. 

10.  Innocent  III  and  his  position  in 

Christendom,  1198-1216. 

11.  Frederick  II   and  the   fall  of  the 

Hohenstaufen. 


2.  The  rise  of  the  Capetian  dynasty, 

to  1 180. 
France  under  Philip  Augustus  and 

St.  Louis,  1 180-1270. 
Philip    the    Fair,    1285-1314,    and 

Pope  Boniface  VIII,  1294-1303. 


General  Survey  of  the  Field  143 


GENERAL   SURVEY   OF   THE   FIELD 


Co 


MEDIEVAL   AND   MODERN    EUROPEAN 
HISTORY,   800-1900  a.d. 


Continued    1 «« 

2  « 

*1 


£fc 


IV. 

The  East  and 
the  Crusades, 
i 096-1 270. 


V. 
Christian  and 
Feudal 
Civilization. 


VI. 

The  Era  of  the 
Renaissance, 
Fourteenth  and 
Fifteenth 
Centuries. 


15.  The  East  before  the  Crusades. 

16.  The  First  Crusade,  1 096-1 099. 

17.  The   Kingdom   of  Jerusalem   and 

the  Second  Crusade. 

18.  The  Third  and  Fourth  Crusades. 

19.  The  end  of  the  Crusades. 

20.  The  church  in  the  thirteenth  cen- 

tury. 

21.  Mediaeval  schools  and  universities. 

22.  The  life  of  the  military  classes. 

23.  Peasant  life. 

24.  Towns  and  town  life. 

25.  Mediaeval  commerce. 

f  26.  Germany  and   the  Empire,   1273- 

*493- 

27.  France  in  the  fourteenth  and  fif- 

teenth centuries ;    the  Hundred 
Years'  War. 

28.  The  consolidation  of  Spain  into  a 

powerful  monarchy. 

29.  Political  and  social  conditions  in 

Italy  in  the  fourteenth  and  fif- 
teenth centuries. 

30.  The  beginning  of  the  Renaissance 

in  Italy ;  the  revival  of  learning. 

31.  The  fine  arts  during  the  Renais- 

sance. 

32.  The  age  of  the  great  discoveries  and 

inventions. 

33.  Reforming  movements  of  the  fif- 

teenth century. 


144    Mediaeval  and  Modern  European  History 

1j    GENERAL   SURVEY   OF   THE   YIELD  — Continued    |  * 


u  o 


MEDIAEVAL   AND   MODERN    EUROPEAN 
HISTORY,   800-1900  a.d. 


15 


VII. 
The  Protestant 
Revolution  and 
the  Wars  of 
Religion,  1517— 
1648. 


VIII. 
The  Ascendency 
of  France  and 
the  Age  of 
Louis  XIV. 


IX. 
The  Rise  of 
Russia,  Prussia, 
and  of  Colonial 
Interests.     The 
Age  of  Frederick 
the  Great. 


34.  The    eve   of  the    Reformation   in 

Germany. 

35.  The  Lutheran  Reformation,  to  1525. 

36.  Charles  V  and  the  Reformation  in 

Germany,  1 526-1 555. 

37.  The    Zwinglian     Reformation     in 

Switzerland,  to  1531. 

38.  John  Calvin  and  his  work. 

39.  Rise  of  Protestantism  in  France,  t 

to  1572.  J 

40.  France  under  Henry  IV. 

41.  The  Catholic  Reformation  and  the 

Jesuits. 

42.  The  Revolt   of  the   Netherlands, 

1568-1648. 

43.  The  Thirty  Years'  War,  1618-1648. 

44.  Richelieu    and    the    establishment 

of  the  absolute  monarchy. 

45.  Louis  XIV  and  his  court. 

46.  The  people ;    Colbert  and  his  re- 

forms. 

47.  Louis  XIV's  wars. 

'  48.  The  formation  of  the  Russian  em- 
pire ;  Peter  the  Great. 

49.  The   expansion  of  Russia  in   the 

eighteenth  century. 

50.  The   beginnings    of  the   Prussian 

state,  1 640-1 740. 

51.  Frederick  the  Great,  1 740-1 786. 

52.  Frederick  the  Great  in  time  of  peace. 

53.  The  expansion  of  England. 


General  Survey  of  the  Field  145 


GENERAL   SURVEY   OF  THE   FIELD 


Continued    «  ^ 
s  9 

in 


4-.      <U 

c  x 

J5I 


MEDIEVAL  AND   MODERN    EUROPEAN 
HISTORY,   800-1900  a.d. 


10 


X. 

The  French 
Revolution, 
1 789-1 795. 


XI. 

Napoleon  Bona- 
parte and  the 
Napoleonic 
Wars, 
1795-1815. 


54.  The  abuses  and  evils  of  the  Old 

Regime. 

55.  Growth   of  a  revolutionary  spirit 

before  1789. 

56.  Louis  XVI  and  attempts  at  reform. 

57.  The  beginning  of  the  Revolution, 

and  destruction  of  the  Old  Re- 
gime. 

58.  The  attempt  to  make  a  constitu- 

tion, 1 789- 1 79 1. 

59.  The  failure  of  the  constitution  and 

fall  of  the  monarchy,  1 791-1792. 

60.  The  first  French  Republic  and  the 

war  against  Europe,  1 792-1 793. 

61.  The  Reign  of  Terror,  1 793-1 794. 


62.  France  in  1795. 

63.  General    Bonaparte    in    Italy   and 

Egypt,  1796-1799- 

64.  Bonaparte  as  Consul,  1 799-1 804. 

65.  The  Napoleonic  empire,  1804. 

66.  Napoleon's  campaigns   from  Aus- 

terlitz  to  Tilsit,  1 805-1 807. 

67.  The     national     uprisings     against 

Napoleon,  1808-1812. 

68.  The  downfall  of  Napoleon,  1813- 

■815. 


146    Mediaeval  and  Modern  European  History 


5-J    GENERAL    SURVEY    OF   THE   FIELD  —  Continued    2 


a  « 

U 


MEDIEVAL   AND    MODERN    EUROPEAN 
HISTORY,   800-1900   a.d. 


XII. 
Growth  of 
Nationality, 
Democracy,  and 
Liberty  in  the 
Nineteenth 
Century. 


69. 

70. 

7i. 

72. 
73- 

74. 


75- 

76. 

77- 

78. 
79- 


The  Congress  of  Vienna  and  Met- 
ternich's  system  of  absolutism. 

The  Paris  Revolutions  of  1830  and 
1848. 

France  under  Napoleon  III  and 
the  Third  Republic. 

The  unification  of  Italy. 

The  struggle  for  liberty  and  unity 
in  Germany,  181 5-1858. 

The  foundation  of  the  German 
empire  under  Bismarck  and 
William  I  (1858-1888). 

Austria-Hungary  under  Francis 
Joseph  I,  1 848-. 

Turkey  and  the  Eastern  Question. 

The  development  of  Russia  in  the 
nineteenth  century. 

The  expansion  of  Europe. 

The  material  progress  of  the  nine- 
teenth century. 


Outline  of  European  History  147 

OUTLINE   OF    MEDIAEVAL  AND    MODERN 
EUROPEAN   HISTORY 

I.    The  Carolingian  Empire  and  the  Rise  of  Feudalism. 

1.  The  Development  of  the  Christian  Church. 

a.  Why  the  early  Christians  were  persecuted. 

b.  The  influence  of  Constantine  upon  the  Church. 

c.  The  first  great  Popes  :  Leo  the  Great,  440-461  ;  Gregory 

the  Great,  590-604. 

d.  Growth  of  the  power  of  the  Popes,  to  the  7th  century. 
References : 

Robinson,  History  of  Western  Europe,  18-21.     Emer- 
ton,  Introduction  to  the  Middle  Ages,  93-113  (particu- 
larly good  and  adequate).    See  also  sections  61  and  65 
of  the  Outline  of  Ancient  History. 
Additio?ial  Topic : 

The  rise  of  Mohammedanism.  Gilman,  The  Sara- 
cens, Story  of  the  Nations  Series,  78-207.  (The  book 
reads  like  a  romance.)  Lane-Poole,  Speeches  and 
Table-Talk  of  the  Prophet  Mohammad,  introduction. 
See  also  Outline  of  Ancient  History,  pp.   m-112. 

It  will  be  seen  that  this  and  the  following  section  do  not  fall  within  the 
limits  of  the  period  under  consideration  (a.D.  800-1900),  yet  a  knowledge  of 
them  is  absolutely  essential.  Many  teachers  may  prefer  to  impart  this  knowl- 
edge by  an  informal  lecture  or  talk ;  and  once  more  attention  is  called  to  the 
fact  that  an  oral  narrative  sometimes  gives  the  best  possible  supplementary 
material.  Or  a  review  may  be  made  of  sections  61,  65,  and  66  of  the  Outline 
of  Ancient  History. 

2.  The  Consolidation  of  Various  German  Tribes  into 

the  Frankish  Kingdom,  to  768. 

a.  The  wars  and  conquests  of  Clovis  and  his  sons. 

b.  The  conversion  of  the  Franks  to  Christianity  and  the 

importance  of  that  event. 

c.  The  rise  of  the  Mayors  of  the  Palace  and  the  overthrow 

of  the  Merovingian  dynasty. 

d.  The  rule  of  Pippin,  752-768,  and  its  importance. 


148    Medieval  and  Modern  European  History 

References : 

Brief  Accounts :  Robinson,  History  of  Western  Eu- 
rope, 34-38,  67-68,  72-76.  Myers,  Middle  Ages,  21-24, 
^4-36,  1 1 7-1 20.  Henderson,  Short  History  of  Germany, 
1, 11-26.  Or  see  references  in  section  66  of  the  Outline 
of  Ancient  History. 

Longer  Accounts :  Adams,  Growth  of  the  French 
Nation,  25-43.  Emerton,  Introduction  to  the  Middle 
Ages,  Chs.  vii,  x,  xii.  Bemont  and  Monod,  Medieval 
Europe,  Chs.  v,  xii.  Thatcher  and  Schwill,  Europe  in 
the  Middle  Age,  84-88,  97-101,  106-114.  Hodgkin, 
Charles  the  Great,  5-82.  Sergeant,  The  Franks  (Story 
of  the  Nations  Series),  101-206.  Davis,  Charlemagne, 
18-50  (particularly  useful  and  interesting). 

Sources:   Eginhard's  Charlemagne  (Harper  ed.),  15- 
20.      Henderson,   Select   Historical    Documents  of  the 
Middle  Ages,  169-170,  176-189. 
Additional  Topic : 

The  ordeal   as  a  legal   proof  of  guilt  or  innocence. 
Emerton,  Introduction  to  the  Middle  Ages,  81-87.     Uni- 
versity of  Pennsylvania  Translations  and  Reprints,  IV, 
No.  4.     Henderson,  Documents,  268-269,  314-319. 
3.   The  Wars  and  Conquests  of  Charlemagne. 

a.  The  interference  in  Lombardy  and  its  results,  772-774. 

b.  The  subjugation  of  the  Saxon  people,  772-802. 

c.  The  minor  wars. 

Brief  Accounts :  Robinson,  History  of  Western  Europe, 
77-83.  Kitchin,  History  of  France,  I,  125-131.  Thatcher 
and  Schwill,  Europe  in  the  Middle  Age,  1 14-126. 

Longer  Accounts :  Oman,  Dark  Ages,  343-356.    Emer- 
ton, Introduction  to  the  Middle  Ages,  180-213.     Davis, 
Charlemagne,  51-154.    Hodgkin,  Charles  the  Great,  Chs. 
v-ix. 
Additional  Topic: 

Personal  characteristics  of  Charlemagne.  Eginhard's 
Life  of  Charlemagne  tells  us  practically  all  that  we  know 
on   this   point.      See   also   Kitchin,  History  of  France, 


Outline  of  European  History  149 

I.  1 18-125  ;  Davis,  232-257  ;  Hodgkin,  85,  216-217,  222- 
226. 

4.  The  Founding  of  the  Empire  of  Charlemagne,  800  a.d. 

a.  The  imperial  coronation  in  Rome  and  its  meaning. 

b.  The  methods  employed  to  govern  and  administer  the 

empire. 

c.  The  encouragement  of  learning,  literature,  and  art. 

Brief  Accounts :  Thatcher  and  Schwill,  Europe  in  the 
Middle  Age,  126-139  (particularly  good).  Henderson, 
Short  History,  I,  29-38.  Munro,  History  of  the  Middle 
Ages,  1 1-18.  Emerton,  Introduction  to  the  Middle  Ages, 
214-235.  Oman,  Dark  Ages,  369-382.  Lavisse,  General 
View,  21-29. 

Longer  Accounts :  Bryce,  Holy  Roman  Empire,  34-75. 
Adams,  Civilization  during  the  Middle  Ages,  154-169. 
Davis,  Charlemagne,  187-231  (very  readable). 

Sources:  Henderson,  Documents,   170-171,   189-201. 
University  of  Pennsylvania  Translations  and  Reprints, 
VI,  No.  5  (see  also  discussion  of  accounts  of  the  coro- 
nation in  Bryce,  Holy  Roman  Empire,  53-58). 
Map  Work: 

Boundaries  of  the  empire  of  Charlemagne.  Emerton, 
Introduction  to  the  Middle  Ages,  180  (cf.  209-211). 
Gardiner,  School  Atlas  of  English  History,  No.  6. 
Putzger,  Atlas,  No.  14.  Adams,  European  History,  168. 
Botsford,  Ancient  History,  459.  West,  Ancient  History, 
518. 
Additional  Topics  : 

A.  Charlemagne's  conception  of  the  duties  of  an 
emperor  (as  shown  in  the  capitulary  of  the  year  802). 
Henderson,  Documents,  170-171,  189-201. 

B.  The  Palace  School.  West,  Alcuin,  ch.  iii.  Davis, 
Charlemagne,  168-174.     Guizot,  France,  I,  246-247. 

5.  The  Decline  of   the  Carolingian   Empire,  and   the 

Formation  of  Separate  Monarchies. 
a.   Character  of  Louis  the  Pious  as  a  reason  for  the  decline 
of  the  empire. 


150    Mediaeval  and  Modern  European  History 

b.  The  quarrels  of  Louis  the  Pious  with  his  sons. 

c.  The  events  that  led  to  the  treaties  of  Verdun  and   of 

Mersen  ;  terms  of  the  treaties. 

d.  The  last  Carolingians  in  Germany  and  in  France. 

Brief  Accounts  :  Thatcher  and  Schwill,  140-155.  Rob- 
inson, History  of  Western  Europe,  92-103,  1 20-121. 
Henderson,  Short  History,  I,  38-45.  Bdmont  and  Monod, 
Medieval  Europe,  211-227  (very  good).  Adams,  Euro- 
pean History,  175-184. 

Longer  Accounts:  Emerton,  Mediaeval  Europe,  13-40, 
405-414.  Sergeant,  The  Franks,  298-319.  Oman,  Dark 
Ages,  382-445.  Kitchin,  France,  I,  1 71-187.  Adams, 
Civilization  during  the  Middle  Ages,  170-193. 

Source:  Henderson,  Documents,  171-172,  201-207. 
Additional  Topic : 

The  Strassburg  Oaths.     Emerton.     Munro. 
Special  Map  Work: 

The  boundaries  of  the  three  kingdoms  at  the  Treaty 
of  Verdun.     Myers,   130.     Thatcher  and   Schwill,   146. 
West,  Modern  History,  10.     Putzger,  Atlas,  No.  14. 
6.   The  Beginnings  of  Feudalism. 

a.  Definition  of  the  terms  benefice  and  vassalage,  and  ex- 

planation of  the  fief  as  the  central  institution  of  feu- 
dalism. 

b.  Lord,  vassal,  and  sub-vassal,  and  their  respective  duties, 

rights,  and  privileges. 

c.  Importance  of  feudalism  from  a  military,  financial,  admin- 

istrative, and  social  point  of  view. 

Brief  Accounts :  Larned,  History  for  Ready  Reference, 
V,  3745  (article  "  Feudal  System,"  compiled  by  Hender- 
son). Thatcher  and  Schwill,  215-229.  Myers,  Middle 
Ages,  162-180.  Be'mont  and  Monod,  246-257.  Robin- 
son, 104-119.  Adams,  European  History,  185-191. 
Munro,  History  of  the  Middle  Ages,  40-50. 

Longer  Accounts :  Emerton,  Introduction  to  the  Middle 
Ages,  236-255.  Emerton,  Mediaeval  Europe,  478-495. 
Adams,   Civilization,   Ch.    ix.     Seignobos,   The   Feudal 


Outline  of  European  History  i  5 1 

Regime  (translated  by  Dow).      West,  Modern  History, 

22-38. 
Additional  Topic : 

The  Vikings    or   Norsemen:    their   raids  and  their 

settlements.      Myers,    Middle   Ages,   147-148,   189-191. 

Bemont  and  Monod,  231-234,  237-240,  290-291.     Tout, 

103-109, 114-115, 117-118.    Emerton,  Mediaeval  Europe, 

223-229.    Oman,  414-421,  501-503.    Kitchin,  I,  171-179. 

West,  13-21.     Keary,  Vikings  in  Western  Christendom. 

Green,  Conquest  of  England. 
IL     The   Papacy   and    the    Beginning   of    the   New    German- 
Roman  Empire. 

7.  Germany   and    Italy,   to    the    Death   of   Otto    the 

Great,  973. 

a.  Stem-duchies  and  first  elective  kings  (Henry  I,  919-936). 

b.  Revival  of  the  empire  by  Otto  the  Great,  962. 

Brief  Accounts:  Robinson,  148-153  (with  good  map). 
Bemont  and  Monod,  268-278.  Thatcher  and  Schwill, 
164-178.  Henderson,  Short  History,  I,  49-54.  West, 
Modern  History,  55-69. 

Longer  Accounts  :  Emerton,  Mediaeval  Europe,  90-148 
(with  map).     Tout,  Empire  and  Papacy,  12-47.     Bryce, 
Holy    Roman    Empire,    76-88,    133-149.     Henderson, 
Germany  in  the  Middle  Ages,  1 19-137. 
Special  Map  Work: 

Map  showing  the  stem-duchies  and  the  boundaries  of 
the  empire  of  Otto  I.     Emerton,  Mediaeval  Europe,  148. 
Or,  Europe  in  962  a.d.    Munro,  History  of  Middle  Ages, 
52. 
Additional  Topic: 

Comparison  of  Charlemagne  and  Otto  I.  Emerton, 
Mediaeval  Europe,  141-143. 

8.  The  Struggle  over  the  Right  of  Investiture,  to  1122. 

a.  The  Papacy  in  the  ninth  and  tenth  centuries  ;  beginning 

of  interference  by  Otto  I. 

b.  Church  and  state  under  Henry  III ;   his  character  and 

plans  ;  prevalent  evils  in  the  Church. 


152    Medieval  and  Modern  European  History 

c.  Causes  and  beginnings  of  the  struggle  for  the  right  of 

investiture :    the  youth  and  education  of  Henry  IV ; 
increasing  power  of  the   Papacy,   1 059-1 073 ;   impor- 
tance of  the  ceremony  of  investiture. 
Brief  Accounts:    Robinson,    153-166.      Tout,   60-64, 

120-123.     Henderson,  Short  History,  I,  54-61.     Article 

in  Larned,  History  for  Ready  Reference,  V,  3794-3796. 

Be'mont  and  Monod,  286-294. 
Longer  Accounts:  Emerton,  Mediaeval  Europe,  194- 

209,  212-240.     Bryce,   133-163.     Henderson,   Germany 

in  the  Middle  Ages,  189-201. 

Source:  Henderson,  Documents,  361-367. 

d.  The  struggle  at  its   height,  1 073-1 077 :    phases  of  the 

Saxon  rebellion  and  effect  on  Henry's  policy ;  demands 

of  Gregory  VII ;    the  ban  ;   necessity  for  its  removal ; 

the  pilgrimage  to  Ganossa. 

Brief  Accounts :  Bemont  and  Monod,  291-296.  Rob- 
inson, 164-169.  Thatcher  and  Schwill,  257-271.  Hen- 
derson, Short  History,  I,  61-68.     West,  74-83. 

Longer  Accounts :  Emerton,  Mediaeval  Europe,  240- 
255.     Tout,  123-132.     Stephens,  Hildebrand. 

Source  :  Henderson,  Documents,  367-385. 
e.   The  end  of  the   struggle :    its  course  to  the  death   of 

Gregory  VII ;  last  years  of  Henry  IV's  reign  ;  Henry  V 

and  Pope  Paschal  II ;  the  Concordat  of  Worms,  1122. 

Brief  Accounts:  Robinson,  169-172.  Be'mont  and 
Monod,  294-300.  Henderson,  Short  History,  I,  68-75. 
Emerton,  Mediaeval  Europe,  256-269. 

Longer  Accounts :  Tout,  132-150.  Henderson,  Germany 
in  the  Middle  Ages,  201-227. 

Source  :  Henderson,  Documents,  388-409. 
Additional  Topics  : 

A.  The  titles  and  pretensions  of  a  mediaeval  emperor. 
Bryce,  182-203.  Henderson,  Documents,  357,  410-419 
(Frederick  Barbarossa's  defence  of  imperial  claims) . 

B.  The  quarrel  between  Gregory  VII  and  Henry  IV, 
as  seen  through  their  own  letters  (Gregory's  accusations 


Outline  of  European  History  153 

and  Henry's  counter-accusations ;  Gregory's  claim  of 
papal  superiority).  Henderson,  Documents,  351-354, 
367-388. 

C.   Hildebrand's  ideas  of  the  powers  of  a  Pope.    Emer- 
ton.     Henderson.     Stephens. 
Frederick  I  (Barbarossa),  11 52-1 190. 

a.  Beginning  of  the  struggle  with  the  Lombard  communes : 

rise  of  the  Italian  communes  ;  the  Roncaglian  decrees  ; 

the  sieges  of  Milan. 

Brief  Accounts:  Robinson,  173-179.  Bdmont  and 
Monod,  303-312.  Henderson,  Short  History,  I,  78-82. 
Bryce,  167-18 1. 

Longer  Accounts :  Emerton,  Mediaeval  Europe,  282- 
292, 298-302.  Henderson,  Germany  in  the  Middle  Ages, 
246-259,  269-273.  Symonds,  Age  of  the  Despots,  32-66. 
Tout,  249-265  (covers  this  and  the  next  two  topics). 
Freeman,  Frederick  I  (Historical  Essays,  First  Series). 

b.  Beginning  of  the  struggle  with  the  Popes :  quibbles  with 

Adrian   IV ;    election  of  Alexander   III ;    council  of 

Pavia. 

Brief  Accounts  :  As  above  (a).  Henderson,  Short  His- 
tory, I,  79-86.     Thatcher  and  Schwill,  281-295. 

Longer  Accounts  :  Balzani,  The  Popes  and  the  Hohen- 
staufen,  29-79.  Henderson,  Germany  in  the  Middle 
Ages,  250-269. 

c.  The  end  of  Frederick's  struggles  in  Italy :  the  Lombard 

League  ;  the  peace  of  Venice ;  Henry  the  Lion. 
Brief  Accounts :  As  above. 

Longer  Accounts :  Emerton,  302-312.     Balzani,  80-98. 
Henderson,  Germany  in  the  Middle  Ages,  269-283. 
.    Source  :  Henderson,  Documents,  420-430. 
Additional  Topics : 

A.  The  Besancon  episode  between  Frederick  Barba- 
rossa and  Adrian  IV.  Henderson,  Documents,  410- 
419. 

B.  Arnold  of  Brescia.  Emerton,  293-297,  454-456. 
Bemont  and  Monod,  306-308. 


1 54    Mediaeval  and  Modern  European  History 

io.   Innocent  III  and  his  Position  in  Christendom,  i  i 98-1 21 6. 

a.  Innocent  and  Aragon. 

b.  Innocent  and  England. 

c.  Innocent  and  France. 

d.  Innocent  and  the  empire:    the  rival  rulers  of  Germany 

and  the  battle  of  Bou vines,  12 14. 

Brief  Accounts:  Robinson,  181-184.  Bdmont  and 
Monod,  321-326.     Thatcher  and  Schwill,  300-307. 

Longer  Accounts:    Emerton,  Mediaeval  Europe,  316- 
343.     Tout,  313-335.     Balzani,  Popes  and  the  Hohen- 
staufen,  122-156.     Henderson,  Germany  in  the  Middle 
Ages,  334-347- 
11.   Frederick  II  and  the  Fall  of  the  Hohenstaufen. 

a.  Reign  of  the  Emperor  Henry  VI :    the  acquisition  of 

Sicily ;  capture  of  Richard  of  England ;  Henry's  ambi- 
tious plans. 

Brief  Accounts:  Tout,  304-312.  Emerton,  Mediaeval 
Europe,  314-316.  Bdmont  and  Monod,  319-321.  Hen- 
derson, Short  History,  90-92. 

Longer  Accounts :  Henderson,  Germany  in  the  Middle 
Ages,  291-317.  Balzani,  Popes  and  the  Hohenstaufen, 
99-121. 

b.  Frederick  II  and  Gregory  IX :   causes  of  enmity ;   the 

crusade  and  its  results ;  progress  of  hostilities  to  the 

death  of  Gregory  IX,  1241. 

Brief  Accounts :  Henderson,  Short  History,  I,  92-98. 
Emerton,  343-350.  Munro,  History  of  the  Middle  Ages, 
193-197. 

Longer  Accounts :  Henderson,  Germany  in  the  Middle 
Ages,     345~366>    375~384-      Balzani,    172-202.      Tout, 

358-385. 

c.  Frederick  II  and  Innocent  IV:  Frederick's  misfortunes 

and  death ;  the  last  of  the  Hohenstaufen  dynasty. 

Brief  Accounts :  Emerton,  350-356.  Henderson,  Short 
History,  I,  98-101 .     Tout,  385-392,  478-488. 

Longer  Accounts :  Henderson,  Germany  in  the  Middle 
Ages,  385-397.     Balzani,  Popes  and  the  Hohenstaufen, 


Outline  of  European  History  155 

203-220    (Innocent    IV),   221-256    (the     last    Hohen- 
staufen) . 
Additional  Topics : 

A.  The  personality  of  the  Emperor  Frederick  II :  his 
appearance,  ability  as  a  ruler,  legislation,  religious  views, 
amusements,  interest  in  science  and  art.  Freeman, 
Essays,  First  Series.     Kington,  Frederick  II. 

B.  A  mediaeval  troubadour.  Justin  H.  Smith,  The 
Troubadours  at  Home. 

III.    The  Formation  of  France,  to  1328. 

12.  The  Rise  of  the  Capetian  Dynasty,  to  1180. 

a.  The  great  fiefs  of  France. 

b.  The  accession  of  Hugh  Capet,  987. 

c.  The  reigns  of  Louis  VI,  1 1 08-1 137,  and  Louis  VII,  1 137- 

1180. 

Brief  Accounts:  Robinson,  120-132,  Thatcher  and 
Sch will,  484-487.  Emerton,  Mediaeval  Europe,  401-405, 
414-423.  Munro,  64-72,  206-208.  Adams,  Civilization, 
311—318.  Adams,  European  History,  195-196,  224- 
229. 

Longer  Accounts  :  Adams,  French  Nation,  54-88.     Be- 
mont  and  Monod,  391-404.     Tout,  82-92,  274-294,  393- 
404.     Kitchin,    France,   I,    192-193,    255-284,   292-306. 
Guizot,  Popular  History  of  France,  Chs.  xiii-xiv. 
Additional  Topic : 

The  Norman  Conquest  of  England :  William  in  Nor- 
mandy ;  preparations  for  conquest ;  the  invasion  ;  results 
of  conquest  for  France.  Johnson,  Normans  in  Europe 
(Epochs  Series),  86-91,  1 16-125.  Kitchin,  France,  I, 
212-215.  Green's  and  Gardiner's  Histories  of  England. 
Myers,  Middle  Ages,  189-200.  Freeman,  Short  History 
of  the  Norman  Conquest.  See  Outline  of  English  His- 
tory, p.  238. 

13.  France  under  Philip  Augustus  and  St.  Louis,  1 180-1270. 

a.  The  extension  of  the  king's  domain. 

b.  The  development  of  the  central  government, 

c.  St-  Louis  as  a  king  and  a  saint. 


156    Mediaeval  and  Modern  European  History- 
Brief  Accounts:    Robinson,  125-131.     Adams,  Euro- 
pean History,  226-229.     Munro,  208-212. 

Longer  Accounts:.  Adams,  French  Nation,  81-95. 
Emerton,  Mediaeval  Europe,  421-433.  Tout,  Empire 
and  Papacy,  393-427.  Hutton,  Philip  Augustus.  Perry, 
St.  Louis.     Guizot,  France,  Ch.  xviii. 

Source :  Joinville,  Life  of  St.  Louis  (in  Chronicles  of  the 
Crusades).     See  especially  357-367,  516-526.    (Extracts 
in  West,  48-50.) 
Special  Map  Work : 

France  under  Philip  Augustus,  showing  chief  divisions 
of  France  and  territory  acquired  during  his  reign. 
Robinson,  129.  Thatcher  and  Schwill,  487.  Gardiner, 
Atlas,  Nos.  11,  12. 
14.  Philip  the  Fair  of  France,  1285-1314,  and  Pope  Boni- 
face VIII,  1 294-1 303. 

a.  Power  of  the   Papacy;    causes  of  the  quarrel   between 

Boniface  and  Philip. 

b.  Progress  of  the  quarrel. 

c.  Death  of  Boniface. 

d.  The  power  of  the  king  at  the  close  of  the  quarrel ;  the 

Estates-General  of  1302. 

e.  The  Papacy  at  Avignon. 

Brief  Accounts :  Adams,  French  Nation,  96-103.  Poole, 
WyclirTe  and  the  Movements  of  Reform,  1-10.  Lodge, 
Close  of  the  Middle  Ages,  27-31, 155-162.  Fisher,  His- 
tory of  trie  Christian  Church,  240-250. 

Longer  Accounts:  Kitchin,  I,  367-391.  Milman,  Latin 
Christianity,  VI,  210-214,  255-275,  282-289,  299-357. 
Creighton,  History  of  the  Papacy,  I,  28-57.  Locke, 
Great  Western  Schism  (Epochs  of  Church  History), 
1 -7 1.     Guizot,  France,  Ch.  xviii. 

Source :  Henderson,  Documents,  349-350,  432-437. 
Additional  Topic : 

The  career  of  Rienzi  at  Rome.  Oliphant,  The  Makers 
of  Rome.     Robinson  and  Rolfe,  Petrarch,  341-357. 


Outline  of  European  History  157 

IV.    The  East  and  the  Crusades,  1096-1270. 

15.  The  East  before  the  Crusades. 

a.  The  Eastern  Empire. 

Brief  Accounts :  Munro,  95-104.  Bdmont  and  Monod, 
336-347.     West,  98-102. 

Longer  Accounts:  Tout,  1 51-167.  Gibbon,  Decline 
and  Fall  of  the  Roman  Empire,  Ch.  liii.  Harrison, 
Byzantine  History  in  the  Early  Middle  Ages.  Oman, 
Story  of  the  Byzantine  Empire.  Odysseus,  Turkey  in 
Europe. 

Sources :  Liutprand's  account  of  his  mission  to  Con- 
stantinople.    Henderson,  Documents,  441-477. 

b.  Saracen  civilization. 

Brief  Accounts :  Munro,  86-94.  Thatcher  and  Schwill, 
356-361. 

Longer  Accounts  :  Bemont  and  Monod,  148-166. 
Source :  The  Arabian  Nights. 

c.  The  coming  of  the  Seljuk  Turks. 

Brief  Accounts:  Munro,  93-94,  103-104.     Tout,  167- 

175- 

Longer  Account:    Gibbon,   Decline  and   Fall   of  the 
Roman  Empire,  Ch.  lvii. 
Additional  Topics : 

A.  Constantinople  in  the  Middle  Ages.  Gibbon, 
Ch.  xvii  (beginning).  Hutton,  Constantinople  (Medi- 
aeval Towns  Series).     Grosvenor,  Constantinople. 

B.  Mediaeval  Pilgrimages.  Jusserand,  English  Way- 
faring Life  in  the  Middle  Ages,  338-403. 

16.  The  First  Crusade,  1096-1099. 

a.  General  causes  and  occasion  for  a  crusade. 

b.  The  council  of  Clermont,  1095. 

c.  The  armies  on  the  march. 

d.  Achievements  of  the  crusade. 

Brief  Accounts  :  Larned,  History  for  Ready  Reference, 
V,  3739-  Bdmont  and  Monod,  348-355.  Robinson, 
187-194.  Emerton,  358-366.  Tout,  177-184.  Munro, 
104-111. 


158    Mediaeval  and  Modern  European  History 

Longer  Accounts:  Cox,  Crusades,  39-77.  Thatcher 
and  Schwill,  367-383.  Kitchin,  France,  I,  216-240. 
Archer  and  Kingsford,  The  Crusades,  1-107.  Adams, 
Civilization,  258-270. 

Source :  Pennsylvania  Reprints,  I,  No.  2  (speech  of 
Urban  II). 

Imaginative  Literature :  W.  S.  Davis,  God  Wills  It ! 

17.  The  Kingdom  of  Jerusalem  and  the  Second  Crusade. 

a.  The  rulers,  the  form  of  government,  and  the  general  con- 

dition of  the  Kingdom  of  Jerusalem. 

b.  The  fall  of  Edessa  and  the  preaching  of  St.  Bernard. 

c.  The  Second  Crusade:   the  expeditions  of  Conrad  III  of 

Germany  and  Louis  VII  of  France. 

d.  The   religious-military   orders :    Templars,   Hospitallers, 

Teutonic  Knights. 
References : 

Brief  Accounts:  Tout,  184-193.  Emerton,  366-377. 
Bdmont  and  Monod,  355-362.  Henderson,  Germany  in 
the  Middle  Ages,  240-243.  Kitchin,  France,  I,  267-272. 
Munro,  m-115. 

Longer  Accounts:  Thatcher  and  Schwill,  383-405. 
Cox,  77-97.  Archer  and  Kingsford,  Crusades,  109-129 
(the  land  and  its  organization)  ;  130-168  (conquest  of 
the  land)  ;  188-206  (the  kingdom  at  its  zenith)  ;  207- 
221  (Second  Crusade).  Henderson,  Short  History,  I, 
1 72-1 8 1  (Teutonic  Knights).  Guizot,  Popular  History 
of  France,  Ch.  xvii. 

18.  The  Third  and  Fourth  Crusades. 

a.  The  Third  Crusade :  its  occasion  and  results. 

Brief  Accounts:  Bdmont  and  Monod,  362-365.  Emer- 
ton, 377-379.     Thatcher  and  Schwill,  406-417. 

Longer  Accounts:  Tout,  295-304.  Cox,  Crusades, 
97-140.  Archer  and  Kingsford,  305-348  (easy  reading). 
Lane-Poole,  Saladin,  217-234  (Jerusalem  regained) ;  281- 
299  (fall  of  Acre)  ;  324-357  (peace). 

Source :  Archer,  Crusade  of  Richard  I. 

b.  The  Fourth  Crusade  and  its  diversion  from  its  purpose. 


Outline  of  European  History  159 

c.   The  Latin  empire  of  Constantinople :   its   history  and 

its  fall,  1 204-1 261. 

Brief  Accounts:  Emerton,  379-383.     Cox,  135-129. 

Longer  Accounts:  Cox,  144-182.  Gibbon,  Chs.  lx  and 
lxi.  Brown,  Venetian  Republic.  Pears,  Fall  of  Con- 
stantinople. Oman,  Byzantine  Empire.  Guizot,  France, 
Ch.  xvii. 

Source:  Pennsylvania  Reprints,  III,  No.  1  ("The 
Fourth  Crusade  ") . 

Imaginative  Literature  :  Scott,  Talisman ;  Ivanhoe. 
Map  Work : 

Outline  map  showing  routes  of  First  and  Third  Crusades. 

Robinson,  190.     Myers,  Middle  Ages,  228.     Emerton, 

356. 
19.   The  End  of  the  Crusades. 

a.  The  Crusades  of  St.  Louis. 

b.  Fall  of  Acre  and  end  of  Christian  rule  in  the  East. 

c.  Results  of  the  Crusades. 

Brief  Accounts  :  Kitchin,  France,  1, 339-348.  Thatcher 
and  Schwill,  427-434.  Tout,  450-463.  Emerton,  387- 
397.  Munro,  117-121.  Cox,  205-218.  Adams,  Euro- 
pean History,  215-223.  Myers,  Middle  Ages,  248- 
255. 

Longer  Accounts:   Perry,  St.  Louis,  154-195  (crusade 
in  Egypt)  ;  284-296  (second  crusade  and  death)  ;  both 
easy   reading.      Archer  and   Kingsford,   390-451    (very 
good).     Guizot,  Ch.  xvii. 
Additional  Topics : 

A.  The  experience  of  a  mediaeval  crusader:  motives; 
vows ;  privileges ;  preparation  ;  dress  ;  arms  ;  route  ; 
battles  and  sieges ;  benefits  and  disadvantages  of  the 
experience.  Archer  and  Kingsford,  349-366.  Cox, 
32-35.  Henderson,  Short  History,  I,  102-108;  Docu- 
ments, 271-272,  333-344.  Pennsylvania  Reprints,  I, 
Nos.  2  and  4,  especially  No.  2,  pp.  12-18. 

B.  A  Knight  Templar  :  aims  and  occupations  ;  decline 
and  end  of  the  order.     Archer  and  Kingsford,  169-187. 


160    Mediaeval  and  Modern  European  History 

Article   "  Templars,1'   in   the  Encyclopaedia   Britannica. 
Kitchin,  France,  1,391-396.     Lea,  Inquisition,  III,  Ch.  v. 

C.  The  career  and  character  of  Saladin.  Lane-Poole, 
Saladin,  358-376,  for  personal  characteristics. 

D.  The  Children's  Crusade.  Gray,  The  Children's 
Crusade. 

E.  The  East  after  the  Crusades.  Oman,  Byzantine 
Empire.  Gibbon,  Ch.  Ixviii.  Pears,  Destruction  of  the 
Greek  Empire. 

V.    Christian  and  Feudal  Civilization. 
20.  The  Church  in  the  Thirteenth  Century. 

a.  The  secular  clergy. 

b.  The  monks. 

Brief  Accounts :  Robinson,  201-215.     Munro,  169-175. 

Longer  Accounts:  Emerton,  541-581.  Be'mont  and 
Monod,  488-502.  Jessopp,  "  The  Parish  Priest  in  Eng- 
land before  the  Reformation,"  Nineteenth  Century, 
September,  1894.  See  also  references  under  Additional 
Topic,  B,  below. 

c.  The  religious  orders  :  Franciscans  and  Dominicans. 

d.  Heretical  sects  ;  the  Albigensian  Crusade. 

Brief  Accounts:  Robinson,  216-232  (very  good). 
Be'mont  and  Monod,  502-514.  Emerton,  577-581. 
Munro,  175-180. 

Longer  Accounts:  Sergeant,  Wyclif,  40-58  (interest- 
ing). Sabatier,  St.  Francis  of  Assisi  (a  biography 
which  reproduces  the  spirit  of  St.  Francis  and  his  times 
with  unusual  insight  and  sympathy).  Tout,  428-449 
(excellent).  Lea,  History  of  the  Inquisition,  I,  Ch.  vi. 
Jessopp,  Coming  of  the  Friars,  Ch.  i. 

Sources  :    Henderson,  Documents,  344-349  ("  Rule  of 
St.  Francis").     Mirror  of  Perfection,  and  Legend  of  St. 
Francis  by  the  Three  Companions  (Temple  Classics). 
Additional  Topics : 

A.  A  Gothic  cathedral:  e.g.  Notre  Dame,  Amiens, 
Chartres,  Salisbury,  Cologne. 

B.  A  day  in  a  Benedictine  monastery.     Henderson, 


Outline  of  European  History  161 

Documents,  267,  274-314.      Henderson,  Short  History, 

I,  46-48.  Jessopp,  Coming  of  the  Friars,  Ch.  iii  ("Daily 
Life  in  a  Mediaeval  Monastery"). 

21.  Medleval  Schools  and  Universities. 

a.  Subjects  of  study  ("  the  seven  liberal  arts  "). 

b.  Monastery  and  cathedral  schools. 

c.  The  great  universities. 

Brief  Accounts  :  Robinson,  267-273.  Munro,  160-168. 
Bdmont  and  Monod,  515-527. 

Longer  Accounts:  Emerton,  465-476.  West,  Alcuin 
and  the  Rise  of  the  Christian  Schools.  Compayre,  Abe- 
lard  and  the  Early  Constitution  of  Universities.  Rash- 
dall,  Universities  of  Europe  in  the  Middle  Ages. 

Source:     Pennsylvania    Reprints,    II,     No.  3    ("The 
Mediaeval  Student"). 
Additional  Topic  : 

The  life  of  mediaeval  students.     Rashdall,  Universities, 

II,  593-709.  Haskins,  "  The  Life  of  Mediaeval  Students  as 
Illustrated  by  their  Letters,11  American  Historical  Review, 

III,  203-229,  January,  1898;  see  al*so  the  number  for 
October,  1904,  on  student  life  at  Paris.  Other  references 
as  above. 

22.  The  Life  of  the  Military  Classes. 

a.  The  castle. 

Brief  Accounts:  Munro,  135-139.  Seignobos,  Feudal 
Regime,  34-38.     Robinson,  99-100,  267. 

Longer  Accounts:  Traill,  Social  England,  I,  536-546. 
Oman,  Art  of  War  in  the  Middle  Ages.  Viollet-le-Duc, 
Annals  of  a  Fortress.  Smith,  Troubadours  at  Home. 
Article  "  Castle,11  in  Encyclopaedia  Britannica.  Darme- 
steter,  "  The  Mediaeval  Country-House,11  Contemporary 
Review,  January,  1893.  Blashfield,  Scribne^s  Magazine, 
V,  1-26,  "  Castle  Life  in  the  Middle  Ages  "  (illustrated). 

b.  Mediaeval  warfare. 

Brief  Accounts :    Seignobos,  27-29. 
Longer  Accounts :   Traill,  Social  England,  I,  428-438. 
Cutts,  Scenes  and  Characters  of  the  Middle  Ages,  326- 


1 62    Mediaeval  and  Modern  European  History 

337?  369-393.     Oman,  Art  of  War  in  the  Middle  Ages. 
Viollet-le-Duc,  Annals  of  a  Fortress. 

Sources  :   Joinville,  St.  Louis.     Froissart,  Chronicles. 
Jones,  Civilization  in  the  Middle  Ages,  No.  4  ("Chivalry 
and  the  Mode  of  Warfare,1''  extracts  from  Froissart). 
c.   Chivalry. 

Brief  Accounts :  Robinson,  256-259.  Munro,  139- 
147.  Henderson,  Short  History,  I,  112-121.  Bemont 
and  Monod,  257-262.  Seignobos,  Feudal  Regime,  32-34, 
64-65. 

Longer  Accounts :  Cutts,  Scenes  and  Characters,  353- 
368,  406-438.  Gautier,  Chivalry.  Cornish,  Chivalry. 
Article  "  Knighthood,11  in  Encyclopaedia  Britannica. 

Sources :  Same  as  under  b. 
,       Additional  Topics : 

A.  Description  of  some  particular  castle,  e.g.  the 
Tower  of  London,  Chateau  Gaillard,  Salzburg,  Nurem- 
berg, Wartburg,  Kenilworth,  Edinburgh,  Chillon. 

B.  A  mediaeval  tournament.  Cornish,  Ch.  v.  Gau- 
tier.    Cutts. 

23.  Peasant  Life. 

a.  The  manorial  system. 

b.  Mediaeval  agriculture. 

c.  Village  life. 

Brief  Accounts :  Munro,  148-153.  Robinson,  233-237, 
West,  40-44- 

Longer  Accounts :  Seignobos,  Feudal  Regime,  3-26. 
Emerton,  509-520.  Cheyney,  Industrial  and  Social 
History  of  England,  31-52.  Traill,  Social  England,  I, 
640-647.  Jessopp,  Coming  of  the  Friars,  Ch.  ii  ("Vil- 
lage Life  in  Norfolk  Six  Hundred  Years  Ago 11) .  Ashley, 
Economic  History,  I,  Ch.  i  ("The  Manor  and  Village 
Community  ") . 

Source :  Pennsylvania  Reprints,  II,  No.  5  ("  English 
Manorial  Documents11). 

24.  Towns  and  Town  Life. 

a.  The  rise  of  towns. 

b.  The  guilds. 


Outline  of  European  History  163 

c.   Outward  appearance  of  a  mediaeval  town :  walls,  build- 
ings, streets. 

Brief  Accounts:  Munro,  153-159.  Robinson,  237- 
242.  Myers,  Middle  Ages,  284-289.  Adams,  Mediaeval 
Civilization  (Primer). 

Longer  Accounts:  Emerton,  520-540.  Bdmont  and 
Monod,  377-389.  Cheyney,  Industrial  and  Social  His- 
tory, 57-73.  West,  1 16-132.  Cutts,  Scenes  and  Char- 
acters, 529-546.  Adams,  Civilization  during  the  Middle 
Ages,  Ch.  xii. 

Sources:  Pennsylvania  Reprints,  II,  No.  1  ("English 
Towns    and  Gilds").      Jones,   Civilization   during    the 
Middle  Ages,  II,  Nos.  8  and  9  ("The  Rise  of  Cities," 
"The  Trades  of  Paris"). 
Additional  Topic : 

A  study  of  some  town  as  illustrated  by  its  existing 
remains,  e.g.  Rouen,  Chartres,  Bruges,  Nuremberg,  To- 
ledo, Florence,  Perugia,  Siena.  See  the  volumes  on 
these  in  the  series  of  Mediaeval  Towns  (Macmillan),  and 
use  illustrations. 
25.    Mediaeval  Commerce. 

a.  The  principal  commodities. 

b.  The  great  routes  of  trade. 

c.  Markets  and  fairs. 

Brief  Accounts  :  Robinson,  242-248.  Munro,  119, 
155-156. 

Longer  Accounts:  Cheyney,  Industrial  and  Social 
History  of  England,  75-94-  Adams,  Civilization,  279- 
286.  Cutts,  Scenes  and  Characters,  496-517.  Gibbins, 
History  of  Commerce  in  Europe,  33-34,  44-82.  Brown, 
Venetian  Republic,  75-85. 
Additional  Topics : 

A.  Travel  in  the  Middle  Ages.  Jusserand,  English 
Wayfaring  Life,  Part  I.  See  also  Richer1  s  account  of 
his  journey  from  Rheims  to  Chartres,  in  Munro's  Syllabus 
of  Mediaeval  History,  75-77. 

B.  Marco  Polo.  Brooks,  Marco  Polo's  Travels,  in 
Bohn  Library.     Fiske,  Discovery  of  America,  I,  280  fF. 


1 64    Mediaeval  and  Modern  European  History 

VI.    The  Era  of  the  Renaissance,   Fourteenth  and  Fifteenth 
Centuries. 
26.   Germany  and  the  Empire,  1 273-1 493. 

a.  Rise  of  Austria  and  of  the  House  of  Hapsburg  :  Rudolph 

of  Hapsburg ;  the  powers  of  the  Emperor  and  of  the 
seven  Electors;  the  Golden  Bull  of  1356;  the  Haps- 
burgs  and  their  policy. 

b.  Eastward  expansion :    the   Mark   of  Brandenburg ;    the 

Teutonic  Knights. 

c.  The  rise  of  the  cities  ;  the  Hanseatic  League. 

Brief  Accounts:  Myers,  Middle  Ages,  289-!-2qi,  416- 
418.  Whitcomb,  8-12.  Munro,  198-202.  Thatcher 
and  Schwill,  in  Ch.  xx.     West,  Modern  History,  171— 

173- 

Longer  Accounts:  Bryce,  Ch.  xiv.  Lodge,  Close  of 
the  Middle  Ages,  1-19,  98-123,  419-430.  Whitman, 
Austria,  69-82.  Henderson,  Short  History  of  Germany, 
122-125  (Rudolph)  ;  159-162  (Golden  Bull)  ;  Ch.  viii 
(Teutonic  Order  and  the  Hanseatic  League) .  Zimmern, 
The  Hansa  Towns,  96-125. 

Source:  Henderson,  Documents,  174-175,  220-261 
(the  Golden  Bull). 

d.  Rise  of  the  Swiss  Confederation. 

e.  Charles  the  Bold  of  Burgundy. 

/.    The  weakness  of  the  empire  at  the  end  of  the  fifteenth 

century. 

Brief  Accounts  :  Duruy,  Middle  Ages,  466-467  ; 
Modern  Times,  (12-18)  18-22.  Myers,  Middle  Ages, 
418-421,  398.  Ploetz,  Epitome  of  History,  245-247,  250. 
Seebohm,  Era  of  the  Protestant  Revolution,  26-33. 
Thatcher  and  Schwill,  in  Ch.  xx. 

Longer  Accounts:  Bryce,  Ch.  xvii,  299-307  (empire). 
Kitchin,  History  of  France.  E.  A.  Freeman,  Essays,  First 
Series,  "  Charles  the  Bold."  Lodge,  Close  of  trie  Mid- 
dle Ages,.Ch.  vii  (Swiss),  361-389  (Charles  the  Bold). 
Lodge,  Modern  Europe.  Kirk's  Charles  the  Bold,  3  vols., 
will  prove  interesting  reading. 


Outline  of  European  History  165 

Additional  Topics : 

A.  The  attitude  of  the  emperors  toward  Italy  {e.g., 
Rudolph,  Henry  VII).  Bryce,  Chs.  xiii,  xv.  Duruy, 
Middle  Ages,  Ch.  xxx. 

B.  The  Legend  of  William  Tell.  Dandliker,  Switzer- 
land, 47-55.  Lodge,  Close  of  Middle  Ages.  Ploetz, 
246-247. 

Special  Map  Work: 

Sketch-map  of  Switzerland  showing  the  three  orig- 
inal Forest  Cantons  and  the  other  cantons  added,  to 
1513.  West,  175.  Robinson,  422.  Putzger,  Atlas,  No. 
18. 

This  map  will  prove  useful  also  for  the  period  of  the 
Swiss  Reformation,  section  37. 

27.  France  in  the  Fourteenth  and  Fifteenth  Centuries  ; 

the  Hundred  Years1  War. 

a.  The  English  occupation  of  France. 

b.  The  driving  out  of  the  English. 

c.  Louis  XI  and  his  work. 

Brief  Accounts  :  Robinson,  281-289,  291-295,  298-302. 
Myers,  Middle  Ages,  376-384. 

Longer  Accounts:  Adams,  French  Nation,  108-143. 
Green,  Short  History,  240-247,  280-284,  288-294.  Duruy, 
Middle  Ages,  392-411,  416-432,  437-442.  Duruy, 
France,  187-263.  Warburton,  Edward  III  and  his  Wars 
(Epochs) . 

Sources:  Froissart,  Chronicles  (especially  interesting). 
Use  Lanier's  Boy's  Froissart,  or  Macaulay's  edition  of 
Berner's  translation  of  Froissart.     Edward  III  and  his 
Wars  (English  History  from  Contemporary  Writers). 
Additional  Topic: 

Joan  of  Arc.  Lowell,  Joan  of  Arc.  Murray,  Jean 
d'Arc  (extracts  from  the  sources). 

28.  The  Consolidation  of  Spain  into  a  Powerful  Mon- 

archy. 

a.  The  Christian  recovery  of  Spain. 

b.  The  union  of  Castile  and  Aragon. 


1 66    Mediaeval  and  Modern  European  History 

c.  The   conquest   of   Granada  and  the   treatment  of   the 

Moors. 

d.  Growth  of  the  royal  power,  to  the  opening  of  the  six- 

teenth century. 

Brief  Accounts:  Myers,  Middle  Ages,  405-411.  See- 
bohm,  Era  of  the  Protestant  Revolution,  34-40. 

Longer  Accounts :  Lodge,  Close  of  the  Middle  Ages, 
468-493.  Hume,  Spain,  its  Greatness  and  Decay  (1479- 
1788),  1-30.  Watts,  Christian  Recovery  of  Spain,  277- 
301.  Hume,  Spanish  People,  in  Chs.  viii  and  ix. 
Prescotfs  Robertson's  Charles  the  Fifth,  I,  167-191. 
Prescott,  Ferdinand  and  Isabella. 

Imaginative  Literature :   Irving,  Tales  of  the  Alham- 
bra.     Irving's  Conquest  of  Granada  gives   the   history 
with  a  "fictitious  and  romantic  dress"  (Prescott). 
Additional  Topics : 

A.  The  Cid.     Clarke,  The  Cid. 

B.  The  Alhambra.  Lane-Poole,  The  Moors  in 
Spain,  221-233. 

29.   Political   and   Social    Conditions    in    Italy    in    the 
Fourteenth  and  Fifteenth  Centuries. 

a.  Florence  and  Venice. 

b.  The  papal  monarchy. 

c.  The  Two  Sicilies. 

d.  The  rule  of  the  despots.  « 

Brief  Accounts:  Robinson,  321-329.  Myers,  Middle 
Ages,  295-302.  Thatcher  and  Schwill,  463-473.  See- 
bohm,  Protestant  Revolution,  21-26,  66-74. 

Longer  Accounts :  Burckhardt,  Renaissance  in  Italy, 
especially  8-27,  62-87.  Symonds,  Age  of  the  Despots, 
Chs.  iii  and  iv,  or  his  Short  History,  Chs.  iii  and  vii. 
Gardner,  The  Story  of  Florence.  Duffy,  Tuscan  Repub- 
lics. Brown,  The  Venetian  Republic.  Oliphant,  Makers 
of  Venice  ;  Makers  of  Florence.  Armstrong,  Lorenzo  de1 
Medici. 

Source :  Whitcomb,  Source  Book  of  the  Italian  Re- 
naissance. 


Outline  of  European  History  167 

Additional  Topic  : 

The  Condottieri.  'Browning,  The  Age  of  the  Condotti- 
eri.     Symonds.     Oliphant. 

30.  The   Beginning  of   the    Renaissance  in   Italy  ;   the 

Revival  of  Learning. 

a.  The  spirit  and  meaning  of  the  Renaissance ;  its  many- 

sided  character. 

b.  Italian  literature:  Dante,  Petrarch,  Boccaccio. 

c.  The  revival  of  learning :  the  Greek  teachers ;  the  work 

of  Petrarch  and  Boccaccio ;  the  recovery,  editing,  and 

printing  of  classical  texts. 

Brief  Accounts :  Seebohm,  Era  of  the  Protestant  Revo- 
lution, 3,  66-69.  Robinson,  Western  Europe,  Ch.  xxii. 
Whitcomb,  17-21. 

Longer  Accounts :  Symonds,  Short  History  of  the  Re- 
naissance, Chs.  i,  vfi.  Symonds,  The  Revival  of  Learn- 
ing. Burckhardt,  Civilization  of  the  Renaissance  in  Italy, 
1 71-176,  187-209. 

Sources  :  Whitcomb,  Source  Book  of  the  Italian  Renais- 
sance, 62-80.     Robinson  and  Rolfe,  Petrarch,  210-214, 
275-278. 
Additional  Topic : 

The  life  of  Dante.  Oliphant,  Makers  of  Florence. 
Symonds,  Study  of  Dante.  Gardner,  Dante  (Temple 
Primers) . 

31.  The  Fine  Arts  during  the  Renaissance. 

a.  The  great  architects. 

b.  The  chief  sculptors. 

c.  The  Florentine  and  Venetian  painters. 

Brief  Accounts :  Myers,  348-353.  Lodge,  Close  of  the 
Middle  Ages,  525-533.     Robinson,  Ch.  xxii. 

Longer  Accounts:  Symonds,  Short  History  of  the 
Renaissance,  Ch.  xii.  Van  Dyke,  Text-book  of  the  His- 
tory of  Painting  (illustrated),  Chs.  vi-x.  Thatcher  and 
Schwill,  Europe  in  the  Middle  Age,  631-657. 

Source :  Vasari,  Lives  of  the  Painters,  Sculptors,  and 
Architects. 


1 68    Mediaeval  and  Modern  European  History 

Additional  Topics : 

A.  The  building  of  the  dome  of  Brunelleschi.  Inter- 
esting chapter  on  the  subject  in  C.  E.  Norton,  Church 
Building  in  the  Middle  Ages.     Vasari,  Lives. 

B.  The  arts  at  the  court  of  Lorenzo  the  Magnificent. 
Armstrong,  Lorenzo  de'  Medici. 

Note.  —  In  the  study  of  this  and  the  preceding  section  the  pupil 
should  confine  his  attention  to  a  few  of  the  most  prominent  men.  In  con- 
nection with  section  31,  photographs  should  be  used  as  liberally  as  pos- 
sible to  illustrate  the  art  of  the  period. 

32.   The  Age  of  the  Great  Discoveries  and  Inventions. 

a.  European  conditions  at  the  end  of  the  fifteenth  century 

which  led  to  discoveries  and  inventions. 

b.  Portuguese  discoveries  to  the  east. 

c.  Spanish  discoveries  and  conquests  in  the  western  world. 

d.  Mechanical  inventions  of  the  era  and  how  they  helped 

discovery  and  conquest. 

e.  The  new  ideas  in  astronomy  :  Copernicus  and  Galileo. 

Brief  Accounts :  Robinson,  347-352.  Whitcomb,  27- 
32.     West,  218-223.     Seebohm,  3-5,  225-226. 

Longer  Accounts:  Myers,  Modern  Age,  5-21.  Fiske, 
Discovery  of  America,  I,  Chs.  iii,  v. 

Sources:    Hart,   Source   Book   of  American   History, 
No.  1 .     Hart,  American  History  told  by  Contemporaries, 
I,  Nos.  17,  19.     Higginson,  American  Explorers. 
Special  Topics : 

A.  The  life  and  struggles  of  Christopher  Columbus. 

B.  A  comparison  between  the  fifteenth  and  sixteenth 
centuries  and  the  nineteenth  century.  Myers,  Modern 
Age,  21-22. 

C.  Invention  of  printing.  Symonds,  Renaissance  in 
Italy,  II ;  Revival  of  Learning,  368-391.  Encyclopaedia 
Britannica,  article  "  Typography."  Putnam,  Books  and 
their  Makers  during  the  Middle  Ages. 

Map  Work : 

Sketch    map    showing  the   voyages   of   discovery   of 


■  Outline  of  European  History  169 

Columbus,  Vasco  da  Gama,  Cabot,  and  Magellan.     Rob- 
inson, 349.     Myers,  Modern  Age,  6. 

Imaginative  Literature  :  Lowell,  Columbus. 
33.   Reforming  Movements  of  the  Fifteenth  Century. 

a.  The  reforming  councils  of  Pisa,  Constance,  and  Basel : 

what  each  attempted  and  why  they  failed. 

b.  John  Hus  (for  Wycliffe  and  his  relation  to  Hus  see  Out- 

line of  English  History,  pp.  244-248). 

c.  Savonarola. 

Brief  Accounts :  Robinson,  Ch.  xxi.  Adams,  Civiliza- 
tion, 398-415.  Adams,  European  History,  283-288. 
Fisher,  Christian  Church,  254-264. 

Longer  Accounts :  Poole,  Wycliffe  and  the  Movements 
of  Reform,  138-150  (councils  of  Pisa  and  Constance), 
1 51-165  (John  Hus),  1 66-1 8 1  (end  of  the  reform  move- 
ment). Henderson,  Short  History  of  Germany,  203-227. 
Lodge,  Close  of  the  Middle  Ages,  206-221  (Hussite  move- 
ment and  council  of  Constance),  222-242  (Hussite  wars 
and  council  of  Basel).  Maurice,  Bohemia,  176-220  (in- 
teresting account  of  John  Hus).  Locke,  The  Great 
Western  Schism.  Van  Dyke,  Age  of  the  Renaissance, 
69-121.  The  account  of  these  times  in  Creighton's 
History  of  the  Papacy,  though  too  long  for  specific  ref- 
erence, is  very  interesting  reading.  Villari,  Life  and 
Times  of  Savonarola,  is  most  valuable  for  the  subject 
of  which  it  treats.  Symonds,  Short  History  of  the 
Renaissance,  Ch.  v.  Oliphant,  Makers  of  Florence. 
Pastor,  History  of  the  Papacy,  I,  VI.  Alzog,  Church 
History. 

Source :  Pennsylvania  Reprints,  III,  No.  6  (Council  of 
Constance). 

Imaginative  Literature  :  George  Eliot,  Romola. 
Additional  Topic : 

Wycliffe's  teachings  and  how  they  spread.  Green, 
Short  History  of  the  English  People,  235-244.  Robin- 
son, 308-309,  315-317.  Creighton,  History  of  the  Pa- 
pacy, Bk.  I,  Ch.  ii ;  Bk.  II,  ch.  iii. 


170    Mediaeval  and  Modern  European  History 

VII.    The  Protestant  Revolution  and  the  Wars  of  Religion, 
1517-1648. 

34.  The  Eve  of  the  Reformation  in  Germany. 

a.  Germany  at  the  opening  of  the  sixteenth  century :  the  Em- 

peror Maximilian  ;  the  electors  ;  the  princes  ;  the  towns  ; 
the  Diet. 

b.  The  church  :  conditions  that  made  reformation  needful. 

c.  Erasmus  and  the  German  Humanists. 

Brief  Accounts:  Seebohm,  26-33,  55—65.  Fisher, 
Reformation,  74-82  (the  Humanists). 

Longer  Accounts :  Robinson,  Ch.  xxiv.  Henderson, 
Short  History  of  Germany,  I,  228-250.  Emerton, 
Erasmus.  Seebohm,  Oxford  Reformers.  The  fullest 
account  is  in  Janssen,  History  of  the  German  People,  I. 
A  suggestive  article  on  the  books  treating  of  the  Refor- 
mation, by  Robinson,  "  The  Study  of  the  Lutheran 
Revolt,"  in  American  Historical  Review,  January,  1903. 
Additional  Topics : 

A.  Erasmus's  criticism  of  the  church.  Emerton,  Eras- 
mus, 158-178  (the  account  of  "The  Praise  of  Folly11). 
The  Praise  of  Folly  is  translated  into  English  (published 
by  Scribner  or  Brentano). 

B.  Ulrich  von  Hutten.  Henderson,  Short  History, 
289-304. 

Map  Work: 

The  lands  ruled  over  by  Charles  V.  Robinson,  358. 
West,  189.     Whitcomb,  58. 

35.  The  Lutheran  Reformation,  to  1525. 

a.    Martin  Luther,  to  the  Diet  of  Worms,  1521  :  his  early 
life ;  the  question  of  the  indulgences  and  the  posting 
of  the  theses,  1517  ;  the  Leipzig  disputation,  1519 ;  the 
burning  of  the  papal  bull  and  canon  law,  1520. 
Brief  Accounts  :     Robinson,  387-400.     Myers,  Modern 

Age,  25-29,  34-41.     Seebohm,  94-100,  102-109.    Fisher, 

Reformation,  85-102. 

Longer  Accounts :    Henderson,  Short  History,  251-276. 

Hausser,   Reformation,    11-28.     Jacobs,   Martin    Luther 


Outline  of  European  History  171 

(an  excellent  life),  59-76  (the  ninety-five  theses),  168- 
178  (the  burning  of  the  bull).  Kostlin's  Luther  is  the 
standard  life  by  a  German.  Alzog,  Church  History,  III, 
i,  1 1 -1 7  (indulgences),  18-23  (Augsburg  and  Leipzig), 
33-36  (bull).  Janssen,  History  of  the  German  People, 
III,  Bk.  VI,  Ch.  i  (Diet  of  Worms). 

Source :  Luther's  ninety-five  theses  are  in  Pennsyl- 
vania Reprints,  II,  No.  6;  and  in  Larned,  History  for 
Ready  Reference,  article  "Luther." 

b.  The  Emperor  Charles  V  and  the  Diet  of  Worms,  1521  : 

election  of  the  emperor ;  Luther  before  the  Diet ;  the 

Edict  of  Worms.  - 

Brief  Accounts :  Seebohm,  100-102,  1 12-130.  Fisher, 
Reformation,  1 03-1 12. 

Longer  Accounts:  Henderson,  Short  History,  I,  263- 
284.  Jacobs,  Martin  Luther,  179-197  (very  interesting). 
Armstrong,  Charles  V,  is  a  thorough  study  of  the  reign, 
but  not  adapted  to  the  needs  of  very  young  students. 
Hausser,  Reformation,  29-47. 

Source :  Text  of  Edict  of  Worms  in  Historical  Leaf- 
lets, published  by  Crozer  Theological  Seminary,  Chester, 
Penn.,  I,  No.  3. 

c.  Fanaticism   and    revolution   in   Germany:    Hutten   and 

Sickingen ;  the  Peasants1  War ;  the  Anabaptists. 

Brief  Accounts:  Robinson,  406-410,  413-415.  See- 
bohm, 131-148,  109-112  (remarkably  good  account  of 
the  Peasants'  War) . 

Longer  Accounts:  Henderson,  Short  History,  I,  289- 
304  (Hutten  and  Sickingen),  308-332.  Richard,  Melanch- 
thon,  85-93,  142-153.  Jacobs,  Martin  Luther,  251-262. 
Hausser,  Reformation,  Chs.  vi,  vii. 

Source :  Pennsylvania  Reprints,  II,  No.  6  (the  Twelve 
Articles  of  the  Peasants) . 
Additional  Topics : 

A.  Luther  at  the  Wartburg.  Jacobs.  Hausser.  Kostlin. 

B.  Luther's  translation  of  the  Bible.  Schaff,  Christian 
Church,  VII. 


172    Mediaeval  and  Modern  European  History 

C.  Luther's  marriage  and  home  life.  Jacobs,  Luther, 
263-267,  395-399-    Kostlin,  Luther,  325-335,  534-559- 

D.  Luther  as  a  man.  Kostlin,  Luther,  534,  548-559. 
Find  significant  points  in  his  Table  Talk,  e.g.  Bohn 
edition,  pp.  xxxv,  xxvii,  6,8,  50,  55,  124,  151,  154,  181, 
207,  34o,  369*  etc. 

E.  Melanchthon  as  Luther's  ally.  Richard,  Melanch- 
thon,  68-84.     Henderson,  I,  285-289. 

36.  Charles  V  and  the   Reformation  in  Germany,  1526- 

1555- 

a.  The  Diets ;    Charles's   rivalry   with   Francis   I   and  his 

attitude  toward  the  Reformation,  1 526-1 546. 

b.  Attacks  of  the  Turks. 

c.  The  emperor  and  the  Smalkald  League,  1547;  Maurice 

of  Saxony. 

d.  The  religious  peace  of  Augsburg,  1555  :  the  limited  na- 

ture of  its  tolerance. 

Brief  Accounts:  Robinson,  415-420.  Whitman,  Aus- 
tria, 137-148.     Fisher,  156-169.     Seebohm,  162-166. 

Longer  Accounts  :  Henderson,  I,  340-345,  352-356,  358- 
394.     Hausser,  Chs.  viii-ix,  xiv-xvii. 

Sources :    Crozer    Theological    Seminary    Leaflets,    I, 
No.  1  (protest  at  Spires),  No.  5  (Peace  of  Augsburg). 
The  Augsburg  Confession  of  1530  is  published  by  the 
Lutheran  Publication  Society,  Philadelphia  (10  cents). 
Additional  Topics : 

A.  The  Italian  wars  of  Charles  V  with  special  refer- 
ence to  the  battle  of  Pavia  (1525)  and  the  sack  of  Rome 
(1527).  Henderson,  I,  331-352.  Kitchin,  France,  II, 
187-216. 

B.  The  gold  of  the  Indies,  and  how  it  came  into  the 
treasury  of  Charles  V.  Prescott,  Conquest  of  Mexico, 
and  Conquest  of  Peru  (see  index). 

37.  The  Zwinglian  Reformation  in  Switzerland,  to  1531. 

a.  Ulrich  Zwingli  and  the  Swiss  Reformation,  to  the  time 

of  the  Marburg  Conference. 

b.  The  Marburg  Conference  and  its  failure,  1529. 


Outline  of  European  History  173 

c.  Religious  war  in  Switzerland  ;  terms  of  settlement. 

d.  Zwingli's  ideas  as  to  government  of  church  and  of  state. 

Brief  Accounts:  Robinson,  421-425.  Seebohm,  159- 
162.     Fisher,  137-156.     Hausser,  Ch.  x. 

Longer  Accounts :  Hug-Stead,  Story  of  Switzerland, 
254-278.  Jackson,  Huldreich  Zwingli,  306-322  (Marburg 
Conference),  or  Simpson,  Life  of  Ulrich  Zwingli,  189-210. 
Schaff,  Christian  Church,  VII. 

Source :    Jackson,   Selections   from   the   Writings   of 
Zwingli. 
Additional  Topics : 

A.  The  condition  of  Switzerland  at  the  beginning  of 
the  sixteenth  century.     Jackson,  Zwingli,  3-47. 

B.  The  death  of  Zwingli.    Jackson.  Simpson.  SchafF. 

C.  A  comparison  between  Luther  and  Zwingli :  dif- 
ferences in  their  character,  their  surroundings,  and  their 
teachings.  Fisher,  143-147.  Henderson,  I,  356-357. 
Hausser,  125-126,  141.     Jackson.     SchafF. 

38.   John  Calvin  and  his  Work. 

a.  Early  history,  character,  and  beliefs  of  John  Calvin,  to 

1536. 

b.  Calvin's  activity  in  Geneva,  1 536-1 564. 

c.  Influence  of  Calvin  and  Geneva  on  Germany,  France, 

Holland,  Scotland,  England,  and  America. 

Brief  Accounts  :  Seebohm,  195-198.  Article  "  Calvin,11 
in  Encyclopaedia  Britannica.  Hug-Stead,  Story  of  Swit- 
zerland, 279-290. 

Longer  Accounts:  Fisher,  Reformation,  192-225. 
Baird,  Rise  of  the  Huguenots  (an  excellent  and  readable 
work),  I,  199-218.  Ranke,  Civil  Wars  and  Monarchy 
in  France,  204-225.  Schaff,  Christian  Church,  VII, 
Chs.  ix,  x,  xii,  xiii,  xvii,  especially  489-523.  Hausser, 
Ch.  xviii.     Henry,  Life  of  Calvin,  though  old,  is  valuable. 

Sources :  Calvin  Institutes  of  the  Christian  Religion, 
Bk.  IV,  Ch.  x.  (Conscience)  ;  Bk.  II,  Ch.  viii,  §§  28-34 
(Sunday).  Pennsylvania  Reprints,  III,  No.  3  (Disci- 
pline in  Geneva) . 


1 74    Mediaeval  and  Modern  European  History 

Additional  Topics  : 

A.  Calvin  and  Servetus.  Fisher,  225-233.  Schaff, 
Christian  Church,  VII,  Ch.  xvi. 

B.  A  comparison  of  the  character  and  ideas  of  Luther 
and  Calvin.  See  references  above  and  under  sections 
35  and  37.     Schaff,  Christian  Church,  VII,  257-260. 

39.   Rise  of  Protestantism  in  France,  to  1572. 

a.  Beginnings   of  a   Protestant    party :    Jacques    Lefevre ; 

persecutions  under  Francis  I,  15 15-1547. 

b.  Increase    and    organization    of   the    Protestants   under 

Henry  II,  1 547-1 559. 

Brief  Accounts:  Robinson,  451-457.  Myers,  Modern 
Age,    162-168.      Fisher,   243-256.       Kitchin,   II,   286- 

293. 

Longer  Accounts:  Baird,  Rise  of  the  Huguenots,  I, 
159-192  (the  year  of  the  Placards).  Duruy,  History  of 
Modern  Times,  Ch.  xv.  Hausser,  Ch.  xxv.  Besant, 
Coligny.  Johnson,  Europe  in  the  Sixteenth  Century, 
Ch.  ix. 

c.  Civil  wars  under  Charles  IX :  Catherine  de'  Medici  and 

the  Guises ;   Coligny ;  how  the  Huguenots   gradually 
gained  privileges. 

d.  The  Massacre  of  St.  Bartholomew,  1572. 

Brief  Accounts:  Fisher,  256-272,  267-284.  Johnson, 
Europe  in  the  Sixteenth  Century,  Ch.  ix. 

Longer  Accounts:  Kitchin,  France,  II,  294-316,  339- 
364.  Besant,  Admiral  Coligny  (Harper's  School  Clas- 
sics). Duruy,  Modern  Times,  Ch.  xv.  Baird,  Rise 
of  the  Huguenots,  II,  426-500  (long  but  interesting). 
Hausser,  Chs.  xxvi,  xxvii. 
Additional  Topics : 

A.  Catherine  de'  Medici:  her  life,  character,  and 
policy. 

B.  The  character  and  influence  of  Coligny.  Besant, 
Coligny. 

C.  Attitude  of  Europe  toward  the  massacre. 

D.  Abstract  of  Baird's  account  of  the  massacre. 


Outline  of  European  History  175 

40.  France  under  Henry  IV. 

a.  Henry  of  Navarre's  struggle  for  the   crown:   battle  of 

Ivry ;  his  abjuration. 

b.  The  Edict  of  Nantes,  1598. 

c.  Henry  IV  and  Sully :  reforms  in  finances  and  agriculture. 

d.  Henry  IV's  foreign  policy  and  death  ;  his  character ;  his 

popularity  then  and  now. 

e.  Troubles   after  Henry  IV's   death ;   the   States-General 

of  1614. 

Brief  Accounts :  Adams,  Growth  of  the  French  Nation, 
174-188.  Robinson,  Western  Europe,  456-458.  Myers, 
Modern  Age,  168-173. 

Longer  Accounts :  Wakeman,  Ascendency  of  France, 
14-38.  Willert,  Henry  of  Navarre.  Baird,  The  Hugue- 
nots and  Henry  of  Navarre.  Motley,  History  of  the 
United  Netherlands,  I,  42-52;  III,  Ch.  xxiii;  III,  239- 
246  (abjuration).     Kitchin,  II,  Bk.  IV,  Chs.  i,  ii. 

Sources :  Sully,  Memoirs.     For  special  references  see 
Historical  Sources  in  Schools,  §  42. 
Additional  Topic  : 

French  settlements  in  North  America.  Fiske,  New 
France  and  New  England,  Chs.  i-iii.  Parkman,  Pioneers 
of  France  in  the  New  World.  There  is  an  excellent  one- 
volume  abridgment  of  Parkman's  works,  well  suited  to 
the  use  of  schools,  by  Edgar,  under  the  title,  A  Struggle 
for  a  Continent. 

41.  The  Catholic  Reformation  and  the  Jesuits. 

a.  The  Jesuits  :  Loyola's  character  and  training  ;  organiza- 

tion, objects,  and  methods  of  the  Society  of  Jesus; 
their  work. 

b.  The  work  of  the  Council  of  Trent,  1 545-1 563. 

c.  How  the  Catholic  church  was  reformed  in  discipline  and 

morals,  and  gained  new  power. 

Brief  Accounts:  Robinson,  437-444.  Myers,  Modern 
Age,  49-54.  Seebohm,  199-208.  Henderson,  Short  His- 
tory of  Germany,  I,  41 1-42 1. 

Longer    Accounts  :      Fisher,     Reformation,    390-420. 


176  Mediaeval  and  Modern  European  History- 
Johnson,  Europe  in  the  Sixteenth  Century,  261-276. 
Symonds,  Short  History  of  the  Renaissance,  Ch.  xiv. 
Ranke,  History  of  the  Popes,  I,  135-178.  Hughes, 
Loyola.     Alzog,  Church  History,  III,  373-385. 

Source :    Pennsylvania  Reprints,  II,  No.  6  ("  Decrees 
of  the  Council  of  Trent"). 
42.   The  Revolt  of  the  Netherlands,  1 568-1648. 

a.  The  Netherlands  to  1556:  religious,  political,  social,  and 

economic  conditions ;  the  rule  of  Charles  V. 

b.  Philip  II  and  the  outbreak  of  discontent:  political,  re- 

ligious, and  economic  causes  of  the  revolt. 

c.  The  leadership  of  William  of  Orange. 

d.  How  the  Dutch  won  their  independence. 

Brief  Accounts :  Robinson,  445-45 1  •     Myers,  Modern 
Age,  Ch.  iv. 

Longer  Accounts:  Fisher,  285-315.  Johnson,  Europe 
in  the  Sixteenth  Century,  Ch.  viii.  Hausser,  Reformation, 
Chs.  xxii-xxiv  (to  murder  of  William,  1584).  Motley, 
Dutch  Republic  is  a  classic  and  tells  a  fascinating  story. 
Part  I,  Chs.  i,  ii  (first  ten  pages,  character  of  Philip  II)  ; 
Part  II,  Ch.  iii  (first  half,  Inquisition,  Granvella)  ;  Part  II, 
Ch.  v  (Egmont's  journey  to  Spain)  ;  Part  II,  Ch.  x  (the 
appointment  of  Alva)  ;  Part  III,  Chs.  i,  ii  (Alva's  cruelty, 
execution  of  Egmont  and  Horn)  ;  Part  IV,  Ch.  ii  (stir- 
ring description  of  siege  of  Leyden)  ;  Part  IV,  Ch.  vii 
(death  of  William  of  Orange).  There  are  interesting 
selections  in  Prose  Passages  from  the  Works  of  Motley 
(Harper's  "Leaflets  from  Standard  Authors").  Arm- 
strong, Charles  V,  II,  332-348,  365-383.  (It  will  be 
interesting  to  contrast  the  two  treatments  of  Motley  and 
Armstrong.)  Griffis,  Brave  Little  Holland,  is  a  pictu- 
resque and  interesting  short  history.  Blok,  History  of 
the  People  of  the  Netherlands  (especially  Vol.  Ill),  is  a 
work  of  careful  modern  scholarship  by  an  eminent  Dutch 
historian.  Harrison,  William  the  Silent. 
Additional  Topics : 

A.   The  Siege  of  Leyden.     Motley,  Part  IV,  Ch.  ii. 


Outline  of  European  History  177 

B.  Character  of  William  the  Silent.  Motley,  Dutch 
Republic;  United  Netherlands.  Putnam,  William  the 
Silent.     Harrison,  William  the  Silent. 

C.  Dutch  life  at  the  opening  of  the  seventeenth  cen- 
tury. Motley,  Netherlands,  IV.  Fiske,  Dutch  and 
Quaker  Colonies  in  America,  Ch.  i.  Blok,  History  of 
the  People  of  the  Netherlands,  II,  Chs.  x-xiv,  especially 
Ch.  xiii  ("City  and  Country"). 

D.  The  Spanish  Armada.  Green,  Short  History. 
Motley,  United  Netherlands.  Gardiner,  Students'  His- 
tory of  England.  Blok,  Netherlands.  See  also  Outline 
of  English  History,  p.  249. 

43.   The  Thirty  Years'  War,  161 8-1648. 

a.  The  strife  of  parties  in  Germany ;  the  Donauworth  dis- 

turbances; the  land  question  involved  in  the  "eccle- 
siastical reservation." 

b.  The  Bohemian  election  and  the  throwing  from  the  win- 

dow ;  the  Winter  King ;  battle  on  the  White  Hill. 

c.  The  Danish  period  :  Christian  IV  and  Mansfeld. 

d.  Gustavus  Adolphus,  the  champion  of  German  Protestant- 

ism :  his  campaigns  and  their  results ;  his  death. 

e.  Wallenstein :  his  influence,  dismissal,  return,  and  assas- 

sination. 

f.  French  aims  and  interference. 

g.  The   Peace   of  Westphalia :  its  terms  and  international 

importance. 
h.   Social  and  economic  effects  of  the  war  upon  Germany. 

Brief  Accounts :  Robinson,  Western  Europe,  Ch.  xxix. 
Myers,  Modern  Age,  Ch.  vi.  Whitcomb,  Modern  Europe, 
97-105. 

Longer  Accounts :  Henderson,  Short   History  of  Ger- 
many, Chs.  xvii,   xviii.     Gardiner,  Thirty   Years'  War. 
Trench,  Gustavus   Adolphus. 
Map  Work: 

Sketch  map  showing  Europe  after  the  peace  of 
Westphalia.  Wakeman,  124,  Myers,  186,  Whitcomb, 
102. 


178    Mediaeval  and  Modern  European  History 

Additional  Topic : 

The    Reform  of  the   calendar   in    1582.     Henderson, 
Short  History  of  Germany,  I,  429. 
VIII.   The  Ascendency  of  France  and  the  Age  of  Louis  XIV. 

44.  Richelieu  and  the  Establishment  of  the  Absolute 

Monarchy. 

a.  Richelieu:    rise  to  power;    character;    aims;    his   rela- 

tions with  Louis  XIII. 

b.  Richelieu  and  the  Huguenots. 

c.  Richelieu  and  the  nobles  :  how  he  destroyed  their  power 

and  strengthened  the  monarchy ;  the  intendants. 

d.  Richelieu  and  the  Thirty  Years*  War. 

e.  Mazarin  :  causes  of  his  unpopularity ;  revolt  of  the  nobles 

and  lawyers;  how  he  carried  out  Richelieu's  work; 
foreign  policy ;  what  is  meant  by  an  "  absolute  mon- 
archy." 

Brief  Accounts:  Myers,  Modern  Age,  173-177.  Adams, 
Growth  of  the  French  Nation,  188-205. 

Longer  Accounts:  Perkins,  Richelieu  (Heroes  of  Na- 
tions). Lodge,  Richelieu  (Foreign  Statesmen).  Wake- 
man,  Ascendency  of  France,  132-164.  Kitchin,  History 
of  France,  III,  Bk.  IV,  Chs.  iv-viii.  Guizot,  Popular 
History  of  France,  Chs.  xxxviii-xlii.  Guizot,  Concise 
History  of  France  (edited  by  Masson),  Ch.  x. 
Imaginative  Literature :  Dumas,  The  Three  Musketeers. 
Additional  Topics: 

A.  Plots  against  Richelieu. 

B.  The  French  Academy.    Lodge,  Richelieu,  179-183. 

C.  The  Siege  of  La  Rochelle. 

45.  Louis  XIV  (1661-1715)  and  his  Court. 

a.  Louis  the  man :  early  education  and  training ;  character, 

abilities,  deficiencies,  and  aims. 

b.  Louis  XIV  the  king :  idea  of  government  and  of  a  king's 

power ;  what  he  expected  of  the  nobles ;  new  royal 
palaces  ;  occupations  and  amusements  at  Versailles. 

c.  Art  and  literature  in  the  Age  of  Louis  XIV ;  effect  of 

Louis'  paternalism. 


Outline  of  European  History  179 

Brief  Accounts:  Robinson,  Western  Europe,  495-501. 
Adams,  Growth  of  the  French  Nation,  209-211,  230-233. 
Wakeman,  Ascendency  of  France,  187-193. 

Longer  Accounts  :  Perkins,  France  under  the  Regency, 
Ch.  v.     Hassall,  Louis  XIV,  Chs.  iii,  xi.     Thackeray, 
Paris  Sketch  Book  (gives  a  lively  contrast  between  Louis 
the  man  and  Louis  the  king). 
Additional  Topics : 

A.  Costumes  in  the  Age  of  Louis  XIV. 

B.  Louis  XIV's  morning  reception  and  toilette. 
Whitcomb,  History  of  Modern  Europe,  no.  Taine, 
Ancient  Regime,  104-109. 

46.  The  People;  Colbert  and  his  Reforms. 

a.  The  people :    their  burdensome   taxes ;    corruption   of 

officials. 

b.  Colbert :  his  services  to  Mazarin  ;  how  he  tried  to  lighten 

the  burdens  of  the  people ;  how  he  encouraged  indus- 
tries, commerce,  and  colonization. 

c.  Colbert  and  Louis  XIV  :  differences  in  their  aims. 

d.  The  revocation  of  the  Edict  of  Nantes ;  its  effect  on  the 

prosperity  and  foreign  relations  of  France. 

Brief  Accounts  :  Adams,  Growth  of  the  French  Nation, 
21 1-216,  227-230.  Hassall,  Louis  XIV,  241-252.  Myers, 
204,  209,  214. 

Longer  Accounts :  Wakeman,  Ascendency  of  France, 
193-205,  252-256.     Perkins,  France  under  the  Regency, 
Chs.  iv,  vi.    Guizot,  Popular  History,  xlvi,  xlvii.    Guizot, 
Concise  History  (edited  by  Masson). 
Additio?ial  Topics : 

A.  The  Dragonnades. 

B.  Overthrow  of  Fouquet.  Perkins,  France  under 
the  Regency,  31-40.     Hassall,  Louis  XIV,  103-124. 

C.  How  Louis  XIV  and  Colbert  governed  New  France. 
Parkman,  Old  Regime  in  Canada,  Chs.  xv,  xviii.  Fiske, 
New  France  and  New  England,  Ch.  ii. 

47.  Louis  XIV's  Wars. 

a.    War  against  the  Dutch,   1672-1678:   its  causes;  Louis1 


180    Mediaeval  and  Modern  European  History 

invasion  of  Holland ;  murder  of  De  Witt,  and  rise  of 
William  of  Orange  ;  what  Louis  gained  by  the  war. 

b.  War  of  League  of  Augsburg,  1689-1697:  causes,  politi- 

cal and  religious  ;  Louis'  devastation  of  the  Palatinate ; 

why  England  took  part  in  the  war ;  battles  of  the  Boyne 

and  La  Hogue ;  terms  of  the  Peace  of  Ryswick,  1697. 

Brief  Accounts  :  Adams,  Growth  of  the  French  Nation, 
216-221.     Robinson,  501-508.     Myers,  205-214. 

Longer  Accounts :  Wakeman,  Ascendency  of  France, 
206-264.  Perkins,  France  under  the  Regency,  Chs.  iii, 
vii.  Hassall,  Louis  XIV,  Chs.  v-vii,  x.  Mahan,  Influence 
of  Sea  Power  upon  History,  1 660-1 783,  Chs.  iii,  iv. 
Martin,  History  of  France  (Age  of  Louis  XIV),  I,  Chs.  v, 
vi.  Guizot,  Popular  History,  Ch.  xliv.  Green,  Short 
History  of  the  English  People,  684-701. 

c.  The  War  of  the  Spanish  Succession,  1702-1713:  Carlos 

II  of  Spain ;  his  vast  territories ;  interests  of  the  Eu- 
ropean nations  in  the  question  of  the  succession ; 
Louis  XIV's  aggressive  measures ;  formation  of  the 
Grand  Alliance;  Marlborough's  campaigns  in  the 
Netherlands  and  on  the  Danube;  capture  of  Gibral- 
tar; Queen  Anne's  War  in  America;  terms  of  the 
Peace  of  Utrecht. 

d.  France  at  the  close  of  Louis  XIV's  reign :  condition  of 

the  French  people  at  the  close  of  the  wars ;  increased 
taxation;  famine  of  1709;  position  of  France  in  Eu- 
rope and  America  at  the  close  of  the  wars ;  Louis  XIV's 
unlamented  death,  171 5;  how  Louis  XIV's  reign  pre- 
pared the  way  for  the  French  Revolution. 
Brief  Accounts :  Adams,  Growth  of  the  French  Nation, 
221-226.     Myers,  212-222.     Robinson,  506-508. 

Longer  Accounts:  Hassall,  Louis  XIV,  Chs.  xii-xv. 
Perkins,  France  under  the  Regency,  Chs.  i,  viii,  ix. 
Mahan,  Influence  of  Sea  Power  upon  History,  1660- 
1783,  Ch.  v.  Wakeman,  Ascendency  of  France,  Chs. 
xiv,  xv.  Lecky,  History  of  England  in  the  Eighteenth 
Century,  Ch.  i.    Guizot,  Popular  History,  Ch.  xlv.    Louise 


Outline  of  European  History  1 8 1 

Creighton,  The  Duke  of  Marlborough.     Coxe,  Memoirs 
of  the  Duke  of  Marlborough. 

Sources :    La  Bruyere's   description  of  the  peasantry. 
Taine,  The  Ancient  Regime,  329.     Lowell,  Eve  of  the 
French  Revolution,  186.     West,  Modern  History,  307. 
Map  Work: 

Sketch  map  showing  the  territorial  terms  of  the  Peace 
of  Utrecht.    Robinson,  506.    Gardiner,  School  Atlas,  41. 

Imaginative  Literature  :    Southey,  After  Blenheim. 
Additional  Topics : 

A.  The  battle  of  Blenheim.  Creighton,  Ch.  vii. 
Coxe.     Colby,  Sources,  No.  86. 

B.  The  effect  of  the  wars  upon  France. 

IX.    The  Rise  of  Russia,  Prussia,  and  Colonial  Interests.     The 
Age  of  Frederick  the  Great. 

48.  The  Formation  of  the  Russian  Empire;   Peter  the 

Great. 

a.  Russia  before  Peter  the  Great :  the  Slavic  races  and  char- 

acteristics ;  Oriental  influences  on  Russian  character 
and  development ;  Ivan  the  Terrible  ;  social  and  polit- 
ical condition  of  Russia  at  the  accession  of  Peter. 

b.  Peter  the   Great,  1 689-1 725  :    struggle   for  the  throne; 

travels,  ambitions,  and  difficulties ;  Peter's  western 
friends ;  his  character. 

c.  Internal  reforms  of  Peter  the  Great :    army;  navy;  dress 

and  customs  ;   church  ;  the  new  capital. 

Brief  Accounts :  Myers,  273-286.  Robinson,  509-512. 
Wakeman,  297-303. 

Longer  Accounts :  Motley's  Essay  on  Peter  the  Great 
is  the  most  interesting  and  picturesque  sketch  of  Peter. 
Rambaud,  Popular  History  of  Russia.  Schuyler,  Peter 
the  Great.  Perkins,  France  under  the  Regency,  528- 
529  (a  lively  description  of  Peter's  visit  to  Paris). 

49.  The  Expansion  of  Russia  in  the  Eighteenth  Century. 

a.  In  the  Baltic :  importance  of  the  Baltic  Sea ;  its  special 
value  to  Sweden,  Denmark,  Poland,  Prussia,  Russia; 
Charles  XII  of  Sweden;  his  character  and  ambitions; 


1 82    Mediaeval  and  Modern  European  History 

his  struggle  with  Peter  the  Great;  battles  of  Narva 
and  Poltava;  Charles  XII's  mad  career  and  death; 
decline  of  Sweden;  Russia's  foothold  on  the  Baltic; 
St.  Petersburg. 

b.  In  Turkey  and  the  Black  Sea :  Peter's  gain  and  loss  of 

Azov ;  death  of  Peter  the  Great ;  his  importance  in 
Russian  history;  Catherine  II,  1762-1796;  her  wars 
with  Turkey  and  conquest  of  the  north  shore  of  the 
Black  Sea. 

c.  In  Poland :  internal  disorders  and  weakness  of  Poland ; 

Catherine  IPs  share  in  the  three  partitions  of  Poland, 

1772,  I793>  1795- 
d.    In  Siberia :  early  explorations  and  settlements. 

Brief  Accounts:  Myers,  275-276;  286-297.  Whit- 
comb,  History  of  Modern  Europe,  129-133. 

Longer  Accounts:  Bain's  Charles  XII  is  a  fascinating 
and  scholarly  account  of  this  remarkable  man.  Bain 
has  also  written  a  series  of  excellent  studies  on  Russia  in 
the  eighteenth  century :  The  Pupils  of  Peter  the  Great ; 
The  Daughter  of  Peter  the  Great;  Peter  III,  Emperor 
of  Russia.  Voltaire's  Charles  XII  is  interesting  and  a 
classic  in  literature.  Motley,  Peter  the  Great.  Schuyler, 
Peter  the  Great.  Rambaud,  History  of  Russia.  Morfill, 
Story  of  Poland.  For  the  first  partition  of  Poland  the 
best  short  account  is  that  of  Perkins,  France  under  Louis 
XV,  Ch.  xxi  (same  article  in  American  Historical  Review, 
October,  1896).  Frederick  the  Great,  Reflections  on  the 
Character  and  Military  Talents  of  Charles  XII  (Works,  V, 
London,  1789).  This  is  doubly  interesting  as  showing 
what  the  greatest  ruler  of  the  eighteenth  century  thought 
of  Charles  XII,  and  also  as  giving  an  interesting  side-light 
upon  Frederick's  own  character. 
Special  Map  Work: 

Sketch  map  showing  the  gains  in  territory  made  by 
Russia  in  the  eighteenth  century.  Myers,  280.  Robinson, 
513.  Putzger,  Atlas,  Nos.  23,  25.  Rose,  Revolutionary 
and  Napoleonic  Era,  76. 


Outline  of  European  History  183 

50.  The  Beginnings  of  the  Prussian  State,  1 640-1 740. 

a.  The  Hohenzollerns  before  1640:  how  they  acquired  their 

three  territories  (Brandenburg,  Prussia,  Cleves)  ;  geo- 
graphical position  of  these  territories  and  its  future 
significance  ;  the  task  of  the  Hohenzollerns. 

b.  Frederick    William,    the   "Great    Elector,"    1640-1688: 

character  5  gains  of  territory  by  Treaty  of  Westphalia ; 
his  position  in  his  own  lands  and  in  Europe. 

c.  How  the  Elector  of  Brandenburg  acquired  the  title  of 

"King  in  Prussia,11  1701. 

d.  Frederick  William  I,  1713-1740:  how  he  made  Prussia 

a  military  state  and  a  prosperous  country ;  his  foreign 

policy ;  the  "  tobacco  parliament "  5  good  and  bad  side 

of  his  character. 

Brief  Accounts:  Myers,  298-302.  Robinson,  515- 
516. 

Longer  Accounts :  Longman,  Frederick  the  Great  and 
the  Seven  Years1  War,  3-23.  Henderson,  Short  History 
of  Germany,  II,  Chs.  i-iii.  Tuttle,  History  of  Prussia,  I. 
Macaulay^  Essay  on  Frederick  the  Great  is  interesting 
and  graphic,  but  contains  many  exaggerations ;  it  should 
be  corrected  by  reference  to  Henderson  or  Tuttle. 
Carlyle,  Frederick  the  Great,  Bks.  I-X. 
Additional  Topics  : 

A.  Origin  of  the  Hohenzollern  family.  Carlyle,  Fred- 
erick the  Great,  Bk.  II,  Chs.  v,  vi. 

B.  Frederick  William's  reception  of  the  Salzburg 
Protestants.     Carlyle,  Bk.  IX,  Ch.  Hi. 

C.  Frederick  William's  true  and  legendary  character. 
Macaulay,  Frederick  the  Great.  Henderson,  II,  Ch.  ii. 
Lavisse,  The  Youth  of  Frederick  the  Great. 

51.  Frederick  the  Great,  1 740-1 786. 

a.  The  youth  of  Frederick  the  Great. 

b.  The  War  of  the  Austrian  Succession,  1 740-1 748:  death 

of  Emperor  Charles  VI  and  Frederick  William  I  in 
1740  ;  the  Pragmatic  Sanction  ;  Maria  Theresa  and  her 
Frederick  the  Great  and  his  ambitions  ;  his 


184    Mediasval  and  Modern  European  History 

invasion  of  Silesia  ;  interests  of  France  and  England ; 
results  of  the  war. 

c.  The  interval  of  peace :  reforms  in  Prussia  and  Austria ; 

Maria  Theresa's  secret  alliances  and  their  purpose; 
Frederick's  perilous  position  ;  his  change  of  policy  and 
alliance  with  England. 

d.  The  Seven  Years'  War,  1756-1763:  how  Frederick  de- 

fended Silesia ;  his  occupation  of  Saxony ;  the  battles 
of  Rossbach,  Leuthen,  and  Zorndorf;  Frederick's 
critical  position  in  the  last  years  of  the  war ;  change 
in  Russia's  policy ;  effect  of  the  war  on  the  rivalry 
between  Prussia  and  Austria. 

e.  Frederick's  later  years :   his  share  in  the  first  partition 

of  Poland ;  Frederick's  character  and  death,  1 786. 

Brief  Accounts  :  Myers,  302-308.     Robinson,  518-522. 

Longer  Accounts :  Longman,  Frederick  the  Great  and 
the  Seven  Years'  War.  Henderson,  Short  History  of 
Germany,  II,  Ch.  iv.  Carlyle,  Frederick  the  Great. 
Macaulay,  Essay  on  Frederick  the  Great.  Kugler,  Fred- 
erick the  Great  (rich  in  illustrations  by  Menzel).  Bright, 
Joseph  II,  and  Maria  Theresa  (Foreign  Statesmen 
Series).  Perkins,  France  under  Louis  XV,  Chs.  v-viii, 
xii-xv,  xxi. 

Sources :    Frederick   William  I's  instructions   for   his 
son's  education,  in  Lavisse,  The  Youth  of  Frederick  the 
Great.     Frederick  the  Great,  History  of  My  Own  Times. 
Special  Map  Work: 

Sketch  map  showing  the  extent  of  Prussia's  territory 
at    the    death   of   Frederick   the   Great.       Myers,   307. 
Fyffe,  History  of  Modern  Europe,  frontispiece.     Putzger, 
Atlas,  No.  24.     West,  297. 
52.   Frederick  the  Great  in  Time  of  Peace. 

a.  Personal  appearance;  habits  and  popularity  of  "Father 

Fritz." 

b.  Frederick  as  musician,  author,  and  philosopher ;  life  at 

Sans  Souci ;  Voltaire's  visits  and  quarrels. 

c.  Frederick's  measures  for  the  welfare  of  his  people. 


Outline  of  European  History  185 

d.  Frederick  a  typical  "  enlightened  despot "  :  his  idea  of  a 

ruler's  duty;  comparison  of  Frederick  with  Joseph  II 
and  Catherine  II ;  the  advantages  and  disadvantages 
of  government  by  "enlightened  despots." 

e.  Frederick's  place  in  history :  his  importance  in  Prussian 

and  in  German  history ;  Frederick  a  national  hero. 
f.   German  literature  in  the  Age  of  Frederick  the  Great. 

Brief  Accounts  :  Myers,  307-310,  334-338.     Robinson, 
519-522. 

Longer  Accounts :  Henderson,  Short  History  of  Ger- 
many, II,  Ch.  v.  Longman,  Frederick  the  Great. 
Kugler,  Frederick  the  Great,  Chs.  xxi,  xxii,  xxxviii-xliv. 
Carlyle,  Frederick  the  Great,  Bk.  XVI.  Tuttle,  History 
of  Prussia,  III,  Chs.  iii-v. 
Additional  Topics  : 

A.  Frederick  and  Voltaire  as  typical  representatives 
of  the  eighteenth  century.      Morley,  Voltaire,  Ch.  iv. 

B.  Joseph    II    as    an    enlightened    despot.      Bright, 
Joseph  II,  Chs.  iii,  vi. 

53.   The  Expansion  of  England. 

a.  In  North  America:  settlements  at  Jamestown,  Plymouth, 

and  Boston ;  conquest  of  New  York ;  characteristics 
of  the  English  colonies  in  America ;  struggle  between 
England  and  France  for  North  America ;  England's 
gains  by  the  Peace  of  Utrecht,  171 3;  Wolfe  and  the 
capture  of  Quebec,  1759;  tne  Peace  of  Paris,  1763; 
how  England  lost  her  Thirteen  Colonies  ;  the  share 
of  France  in  the  American  Revolution. 

b.  In  India:  English  trade  settlements  in   India;  French 

settlements  and  policy  toward  the  natives ;  struggle 
between  England  and  France  for  India ;  the  "  Black 
Hole"  ;  Clive  and  the  battle  of  Plassey,  1757;  War- 
ren Hastings  and  the  English  government  of  India. 

c.  How  the  wars  in  Europe  were  connected  with  those  in 

America  and  India.  (For  table  of  these  wars,  see 
Outline  of  American  History,  section  13.) 

d.  The  decline  of  France  in  the  eighteenth  century. 


1 86    Mediaeval  and  Modern  European  History 

Brief  Accounts :  Robinson,  523-536.  Myers,  230,  312- 
313,  318-331.  Adams,  Growth  of  the  French  Nation, 
Ch.  xiv. 

Longer  Accounts :  McLaughlin,  History  of  the  American 
Nation,  Chs.  ii-iv ;  vi  ("France  and  England,  1608- 
1763").  Seeley,  Expansion  of  England.  Mahan,  Influ- 
ence of  Sea  Power  upon  History,  1 660-1 783,  Ch.  viii. 
Parkman,  Struggle  for  a  Continent  (edited  by  Edgar) . 
Macaulay,  Essays  on  Lord  Clive  and  Warren  Hastings. 
Perkins,  France  under  Louis  XV,  Chs.  ix,  x.  Emil 
Reich,  "A  New  View  of  the  War  of  American  Inde- 
pendence,1' North  American  Review,  July,  1903. 

General  accounts  of  the  growth  and  struggles  of  the 
English  colonies  in  America  may  be  found  in  the  text- 
books of  Channing,  McLaughlin,  and  Eggleston;  and 
detailed  accounts  in  the  works  of  Fiske,  Parkman,  Lecky, 
and  Trevelyan. 

Source :  Colby,  Selections  from  the  Sources  of  English 
History,  Nos.  66,  69,  70,  88,  94-96. 
Additional  Topics  : 

A.  What  were  the  differences  between  the  French 
and  English  colonies  in  North  America?  Parkman,  Old 
Regime  in  Canada,  Ch.  xxiv. 

B.  John  Law  and  the  Mississippi  Bubble.  Perkins, 
France  under  the  Regency,  Chs.  xiii-xv.  Adams,  Growth 
of  the  French  Nation,  237-240. 

X.    The  French  Revolution,  1789-1795. 

54.   The  Abuses  and  Evils  of  the  Old  Regime. 

a.  Inherent  weaknesses  of  an  absolute  monarchy  ;  incapacity, 

folly,  and  indifference  of  Louis  XV ;  reckless  extrava- 
gance ;  lettres  de  cachet. 

b.  Survival  of  feudal  abuses :    lack   of  uniform   laws   and 

administration  ;  feudal  privileges  of  nobility  and  higher 
clergy  without  corresponding  duties;  absenteeism. 

c.  Political  and  social  evils :    taxation ;   taille  and  gabelle ; 

oppression  of  government  officials. 

d.  Economic  evils :  lack  of  roads,  of  freedom  of  work,  and 


Outline  of  European  History  187 

of  commerce ;  poverty  and  hardships  of  the  peasants 

and  parish  priests. 

Brief  Accounts :  Robinson,  Western  Europe,  537-546. 
Adams,  Growth  of  the  French  Nation,  258-268.  Gar- 
diner, French  Revolution,  1-13. 

Longer  Accounts :  Lowell,  Eve  of  the  French  Revolu- 
tion, Chs.  ii,  iii,  vi,  xiii-xv.  Taine,  The  Ancient  Regime, 
Chs.  i,  ii.  De  Tocqueville,  The  Old  Regime  and  the 
Revolution. 

Sources  :  Pennsylvania  Reprints,  V,  No.  2  ;  VI,  No.  1. 
Arthur  Young,  Travels  in  France,  1 787-1 789  (for  references 
to  special  pages  see  Historical  Sources  in  Schools,  §  43). 
Additional  Topics: 

A.  Society  and  life  in  Paris  before  1789.     Lowell,  Eve 
,  of  the  French  Revolution,  Ch.  xi. 

B.  The  army  and  its  officers  before  1789.  Ibid., 
Ch.  vii. 

C.  Decline  of  respect  and  love  of  the  people  toward 
the  king  during  reign  of  Louis  XV.  Carlyle,  French 
Revolution,  Bk.  I.  Perkins,  France  under  Louis  XV,  II, 
3I9-337- 

D.  Origin  and  justification  of  the  system  of  privilege. 
Taine,  The  Ancient  Regime,  Bk.  I,  Chs.  i,  ii. 

55.    Growth  of  a  Revolutionary  Spirit  before  1789. 

a.  The  Parlements  of  the  eighteenth   century:    how  they 

called  attention  to  the  existing  evils  and  proposed 
"  fundamental  laws.11 

b.  Influence  of  the  writers  :  Voltaire's  attack  on  the  church  ; 

Rousseau's  Social  Contract;  Montesquieu's  Spirit  of 
the  Laws  ;  the  Encyclopedists  ;  the  new  school  of 
economists. 

c.  The  effect  of  the  American  Revolution. 

d.  How  the  people  came  to  realize   the  evils  of  the  Old 

Regime  ;  the  desire  for  liberty,  equality,  and  fraternity. 

Brief  Accounts  :  Robinson,  546-557.  Adams,  Growth 
of  the  French  Nation,  268-272.  Myers,  Modern  Age, 
345-35°- 


I  88    Mediaeval  and  Modern  European  History 

Longer  Accounts :  Lowell,  Eve  of  the  French  Revolu- 
tion, Chs.  iv,  v,  x,  xv-xxi.  Taine,  The  Ancient  Regime. 
Morley,  Voltaire ;  Rousseau.  Lecky,  History  of  Eng- 
land in  the  Eighteenth  Century,  Ch.  xx;  French  Revolu- 
tion (edited  by  Bourne  in  one  volume),  1-90.  Perkins, 
France  under  Louis  XV,  II,  361-475. 

Sources :    Pennsylvania  Reprints,  VI,  No.  1    (French 
Philosophers  of  Eighteenth  Century).     Rousseau,  The 
Social  Contract. 
Additional  Topics : 

A.  Influence  of  England  upon  the  growth  of  revolu- 
tionary ideas  in  France.  Lowell,  Eve  of  the  French 
Revolution,  Chs.  ix-x. 

B.  Admiration  of  the  French  for  Benjamin  Franklin. 
Hale,  Franklin  in  France,  II,  Chs.  v,  xx.  Morse,  Franklin, 
Ch.  ix;  especially  pp.  230-236. 

C.  The  expulsion  of  the  Jesuits  from  France.  Per- 
kins, France  under  Louis  XV,  Ch.  xvii. 

56.   Louis  XVI  (1774-1793)  and  Attempts  at  Reform. 

a.  Louis  XVFs  character ;  comparison  with  his  grandfather ; 

his  marriage  with  Marie  Antoinette. 

b.  Turgot's  ideas  and  reforms  (1 774-1 776)  ;  why  his  reforms 

were   opposed   by   every   class   of   society;    Turgot's 
dismissal. 

c.  Attempted  reforms  of  Necker  and  Calonne ;  the  Assem- 

bly of  Notables,  1787. 

d.  Impossibility  of  financial  reform  ;  growing  demand  for  a 

meeting  of  the  Estates-General. 

Brief  Accounts :  Robinson,  552-561.  Gardiner,  French 
Revolution,  17-29.  Lodge,  Modern  Europe,  476-489. 
Rose,  Revolutionary  and  Napoleonic  Era,  30-35. 

Longer  Accounts :  Lowell,  Eve  of  the  French  Revolu- 
tion, Chs.  ii,  xv.  Carlyle,  French  Revolution,  Bk.  Ill, 
Chs.  ii,  iii.  Say,  Turgot.  Lecky,  England  in  the  Eigh- 
teenth Century,  Ch.  xx ;  French  Revolution  (in  one 
volume,  edited  by  Bourne),  111-162. 


Outline  of  European  History  189 

Additional  Topic  : 

Beaumarchais.  Perkins,  France  under  Louis  XV,  II, 
310-319. 

57.  The  Beginning  of  the  Revolution,  and  Destruction  of 

the  Old  Regime,  1789. 

a.  The  Estates-General  of  1789:    Sieves1  pamphlet,  public 

opinion,  and  the  cahiers ;  meeting  of  the  Estates-Gen- 
eral at  Versailles,  May  5,  1789;  how  should  it  vote; 
the  "  National  Assembly  w  and  "  Tennis  Court  Oath  " 
(June  20). 

b.  Fall  of  the  Bastile  (July   14)  ;   its  real  and  legendary 

importance. 

c.  Decrees  of  August  4 ;  establishment  of  a  national  guard. 

Brief  Accounts:  Robinson,  561-568.  Adams,  Growth 
of  the  French  Nation,  273-280.  Myers,  The  Modern 
Age,  351-360.     Morris,  French  Revolution,  19-33. 

Longer  Accounts:  Gardiner,  French  Revolution,  29- 
50.  Lecky,  England  in  the  Eighteenth  Century  (last 
part  of  Ch.  xx),  or  in  his  French  Revolution  (edited  by 
Bourne),  164-182.  Rose,  Revolutionary  and  Napoleonic 
Era,  35-42.  Morse  Stephens,  Revolutionary  Europe, 
49-60. 

Sources :  Pennsylvania  Reprints,  IV,  No.  5,  "  Typical 
Cahiers    of    1789."       Hazen,   Contemporary    American 
Opinion  of  the  French  Revolution,  40-48,  64-78. 
Additional  Topics  : 

A.  Character  and  policy  of  Mirabeau.  Gardiner, 
French  Revolution,  and  biographies  of  Mirabeau  by 
Willert  (in  Foreign  Statesman  Series),  and  bv  Von 
Hoist. 

B.  What  people  in  England  thought  of  Revolution  in 
France.  Burke,  Reflections  on  the  Revolution  in  France. 
Lecky,  England  in  the  Eighteenth  Century,  Ch.  xxi,  or 
his  French  Revolution  (edited  by  Bourne),  183-241. 

58.  The  Attempt  to  make  a  Constitution,  1789-1791. 

a.   The  "Declaration  of  the  Rights  of  Man,"  and  the  divi- 
sion of  France  into  departments. 


190    Mediaeval  and  Modern  European  History 

b.  Position   of  the  king :   the  veto   question ;    scarcity   of 

bread;  "To  Versailles,"  October  5. 

c.  Financial     measures,  —  assignats    and    confiscation    of 

church  property ;    civil  constitution  of  the  clergy  and 
the  "  non-jurors  " ;  emigration  of  the  nobles. 
d.    The  flight  to  Varennes  (June  20,  1791),  and  its  conse- 
quences ;  unpopularity  of  Marie  Antoinette. 
Brief  Accounts :  Robinson,  Western  Europe,  568-576. 
Adams,  Growth  of  the  French  Nation,  280-286.     Myers, 
360-365. 

Longer  Accounts :  Morris,  French  Revolution,  33-53. 
Gardiner,  French  Revolution,  58-90.  Lecky,  England 
in  the  Eighteenth  Century,  Ch.  xxi ;  French  Revolution 
(edited  by  Bourne),  242-299.  Rose,  Revolutionary  and 
Napoleonic  Era,  43-58.  Morse  Stephens,  Revolutionary 
Europe,  60-76,  98-102. 
59.  The  Failure  of  the  Constitution  and  Fall  of  the 
Monarchy,  1 791-1792. 

a.  The  Legislative  Assembly  (October  1,  1791-September 

20,  1 792)  :  hostility  of  Jacobin  and  Girondist  parties  ; 
decline  of  the  assignats;  opposition  of  the  clergy; 
weakness  of  the  king  ;  continued  emigration  of  nobles. 

b.  Interference  of  Europe  in  the  French  Revolution :   the 

Declaration  of  Pillnitz ;  its  effect  on  feeling  in  France  ; 
decree  against  the  emigres  ;  declaration  of  war  against 
Austria ;  decree  of  "  the  country  in  danger " ;  the 
"federates"  of  July  14,  1792,  and  the  Marseillaise; 
manifesto  of  the  Duke  of  Brunswick. 

c.  Insurrection  of  the  10th  of  August  and  its  results. 

Brief  Accounts :  Robinson,  576-583.  Adams,  Growth 
of  the  French  Nation,  285-289.     Myers,  366-369. 

Longer  Accounts :  Morris,  French  Revolution,  54-74. 
Gardiner,  French  Revolution,  93-118.  Lecky,  England 
in  the  Eighteenth  Century,  Ch.  xxii ;  French  Revolution 
(edited  by  Bourne),  314-424.  Fyffe,  History  of  Modern 
Europe,  1-10,  28-33.  Rose,  Revolutionary  and  Napoleonic 
Era,  59-68.  Morse  Stephens,  Revolutionary  Europe, 
105-116. 


Outline  of  European  History  191 

Additional  Topic : 

Why  the  French  people  hated  Marie  Antoinette. 
Lecky,  French  Revolution,  314-356. 

60.  The  First  French   Republic  and  the  War   against 

Europe,  1 792-1 793. 

a.  The  advance  of  the  invaders :  feeling  in  Paris ;  Marat 

and  the  newspapers ;  the  September  massacres ;  the 
cannonade  of  Valmy,  September  20,  1792. 

b.  Establishment  of  the  Republic  :  meeting  of  the  National 

Convention ;  the  three  parties  and  the  leaders ;  the 
monarchy;  proclamation  of  the  Republic  and  the 
u  Year  I  " ;  trial  and  execution  of  the  king. 

c.  The  spread  of  the  Revolution ;  victories  and  conquests 

of  the  "volunteers  of  1792";  how  the  revolutionary 
ideas  spread  into  other  countries ;  how  they  were 
checked ;  Dumouriez. 

d.  The  Committee  of  Public  Safety  and  expulsion  of  the 

Girondists  (June  2,  1793). 

Brief  Accounts :  Robinson,  Western  Europe,  582-588. 
Myers,  Modern  Age,  369-378. 

Longer  Accounts :  Morris,  French  Revolution,  75-97. 
Fyffe, 33-40, 44-49.  Gardiner,  1 19-155.  Morse  Stephens, 
Revolutionary  Europe,  114-121,  124-129.  Rose,  Revolu- 
tionary and  Napoleonic  Era,  68-83. 

Source :  Hazen,  Contemporary  American  Opinion  of 
the  French  Revolution,  84,  117. 

Imaginative  Literature  :  Dickens,  Tale  of  Two  Cities. 
Victor  Hugo,  Ninety-Three. 
Additional  Topics : 

A.  The  cause  of  the  September  massacres.  Belloc, 
Danton. 

B.  Trial  and  execution  of  Louis  XVI.  Carlyle, 
Vol.  II,  Bk.  IV,  Chs.  vi-viii. 

61.  The  Reign  of  Terror,  1 793-1 794. 

a.  Opposition  to  the  Revolution :   peasants  in  Brittany  and 

La  Vendue ;  alliance  with  England  ;  Charlotte  Corday. 

b.  The  guillotine  and  its  victims. 


192    Mediaeval  and  Modern  European  History 

c.  The  Reign  of  Terror :   the  Revolutionary  Calendar  and 

Worship  of  Reason ;  the  three  factions  of  the  Moun- 
tain (Robespierre,  Hubert,  Danton)  ;  character  and 
rule  of  Robespierre  ;  the  Festival  of  the  Supreme 
Being. 

d.  The  fall  of  Robespierre,  July  27,  1794:   reaction   after 

the  Reign  of  Terror. 

Brief  Accounts  :  Myers,  377-389.  Robinson,  588-591. 
Adams,  Growth  of  the  French  Nation,  290-292. 

Longer  Accounts:    Morris,  French  Revolution,  97-125. 
Gardiner,  French  Revolution,  156-220.      Rose,  Revolu- 
tionary and  Napoleonic  Era,  78-88.      Morse  Stephens, 
Revolutionary  Europe,  130-147. 
Additional  Topics  : 

A.  Madame  Roland.     Tarbell,  Madame  Roland. 

B.  Charlotte  Corday.  Carlyle,  French  Revolution, 
Vol.  Ill,  Bk.  vii,  Ch.  i. 

C.  The  Revolutionary  Calendar.  Carlyle,  Vol.  Ill, 
Bk.  vii,  Ch.  iv. 

XI.     Napoleon  Bonaparte  and   the  Napoleonic  Wars,  1795- 
1815. 
62.   France  in  1795. 

a.  France  and  Europe :    successes  of  the  French  against 

English,  emigres,  and  Dutch  (the  "  Batavian  Repub- 
lic ")  ;  peace  with  Spain  and  Prussia,  1795. 

b.  Beneficial  progress  achieved  in  France  during  six  years 

of  revolution. 

c.  The   Constitution   of  1795    or    the    "Year   III":    the 

"  Directory  "  ;  unpopularity  of  the  Convention  ;  Bona- 
parte's "  whiff  of  grape  shot." 

d.  Napoleon  Bonaparte's  early  life  and  opportunity :  nation- 

ality ;  education ;   boyish  ambitions  and  occupations ; 

his  part  in  the  siege  of  Toulon ;   marriage ;   personal 

appearance  and  habits  ;  his  opportunity  in  1795. 

Brief  Accounts  :  Robinson,  590-595.  Myers,  390-393. 
Morris,  French  Revolution,  132-142.  Adams,  Growth 
of  the  French  Nation,  292-298.      Rose,  Revolutionary 


Outline  of  European  History  193 

and  Napoleonic  Era,  93-99.     Ropes,  The  First  Napoleon, 
12-21. 

Longer  Accounts:  Fyffe,  51-73.  Gardiner,  French 
Revolution,  221-253.  Morse  Stephens,  Revolutionary 
Europe,  130-131,  154-166.  Fournier,  Napoleon  the 
First,  1 -7 1.  Rose,  Napoleon  I,  1-69.  Seeley,  Napoleon 
the  First,  11-36.  Johnston,  Napoleon,  1-26.  Ropes, 
"  Some  Illustrations  of  Napoleon  and  his  Times," 
Scribner's  Magazine,  June,  1887. 

Remark.  —  The  histories  of  Napoleon  and  his  time  are  innumerable  ;  the 
best  short  bibliography  is  that  in  Fournier's  Napoleon  the  First,  745-788. 
This  is  also  the  most  satisfactory  biography  of  Napoleon  for  school  purposes. 
Lanfrey's  history  of  Napoleon  I  (translated  into  English,  4  vols.)  is  the  standard 
French  biography,  but  is  written  in  a  spirit  hostile  to  Napoleon.  J.  H.  Rose's 
Life  of  Napoleon  I  (2  vols.)  and  W.  M.  Sloane's  Life  of  Napoleon  Bonaparte 
(4  vols.)  are  the  standard  biographies  in  English;  the  latter  is  sumptuously 
illustrated,  and  is  also  accessible  in  the  Century  Magazine.  Ropes's  The  First 
Napoleon  is  rather  a  series  of  essays  on  special  topics ;  military  matters  are 
better  dealt  with  by  him  than  any  one  else ;  it  is  written  in  a  spirit  very  friendly 
to  Napoleon ;  teachers  will  therefore  find  it  a  suggestive  exercise  to  have  pupils 
compare  the  accounts  of  Lanfrey  and  Ropes.  Seeley's  Napoleon  the  First  is 
particularly  valuable  for  its  suggestiveness  and  for  its  philosophic  analysis  of 
Napoleon's  rise  and  fall ;  it  is  better  adapted  for  maturer  students.  Johnston's 
Napoleon  is  a  brief  but  good  sketch. 

The  memoirs  of  Bourrienne,  Meneval,  Pasquier,  Remusat,  and  Talleyrand 
have  been  translated  into  English.  Special  references  to  them  may  be  found  in 
Historical  Sources  in  S(jhools,  §  44. 

63.   General  Bonaparte  in  Italy  and  Egypt,  1 796-1 799. 

a.  Bonaparte's  first   campaign   in   Italy,   1 796-1 797:    why- 

Bonaparte  was  given  the  command;  how  he  encour- 
aged his  soldiers  ;  how  the  French  army  differed  from 
the  Austrian  and  Sardinian  armies ;  battles  of  Lodi  and 
Areola;  siege  of  Mantua;  fate  of  Venice;  treaty  of 
Campo  Formio,  1797;  the  Cisalpine  Republic;  Bona- 
parte's reception  on  his  return  to  Paris. 

b.  The  Egyptian  expedition:  its  purposes  and  the  causes 

of  its  failure ;  how  it  illustrates  Bonaparte's  character 
and  plans. 


1 94    Mediaeval  and  Modern  European  History 

Brief  Accounts :  Robinson,  590-598.  Myers,  392-400. 
Ropes,  The  First  Napoleon,  21-41.  Morris,  French 
Revolution,  145-168. 

Longer  Accounts:  Seeley,  37-82.  Fournier,  72-153. 
Rose,  Napoleon  1, 70-1 97.  Rose,  Revolutionary  and  Napo- 
leonic Era,  97-118.  Johnston,  27-70.  Fyffe,  History  of 
Modern  Europe,  74-1 15.  Mahan,  Influence  of  Sea  Power 
upon  the  French  Revolution  and  Empire,  I,  240-334. 

Sources :  Bourrienne,  Memoirs,  I,  Chs.  xii-xiii.    Colby, 
Sources,  281  (the  battle  of  the  Nile). 
Additional  Topics : 

A.  Bonaparte's  treatment  of  the  conquered  Italians. 

B.  Bonaparte's  plans  of  conquest  in  the  Orient. 
64.   Bonaparte  as  Consul,  1 799-1 804. 

a.  The  coup  d^etat  of  1799  (eighteenth    Brumaire)  :    what 

happened  in  France  while  Bonaparte  was  in  Egypt ; 
his  reception  in  Paris  on  his  return ;  the  coup  d^etat ; 
constitution  of  the  Consulate ;  how  the  First  Consul 
kept  the  real  power  in  his  own  hands. 

b.  Bonaparte's  second  campaign  in  Italy,  1800-1801  :  battle 

of  Marengo ;  Moreau  at  Hohenlinden ;  peace  with  Aus- 
tria at  Luneville  (1801)  and  with  England  at  Amiens 
(1802). 
•     c.    The  interval  of  peace  (1801-1803)  and   reconstruction 
of  French   institutions :    the    Concordat ;    decrees   in 
favor  of  emigrant  nobles ;  renewal  of  old  habits  and 
society;    the    Code    Napoleon    and    its    importance; 
schools,  scholars,  and  the  Legion  of  Honor;    Bona- 
parte's colonial  projects ;  Louisiana. 
Brief  Accounts  :  Robinson,  598-609.     Myers,  400-414. 
Morris,   French    Revolution,    168-196.      Ropes,   42-62. 
Seeley,  83-105. 

Longer  Accounts:  Fournier,  154-241.  Rose,  Revolu- 
tionary and  Napoleonic  Era,  1 19-147.  Rose,  Napoleon  I, 
198-344.  Johnston,  59-101.  Fyffe,  1 13-178.  Mahan, 
Influence  of  Sea  Power  upon  the  French  Revolution  and 
Empire,  II,  1-106. 


Outline  of  European  History  195 

Additional  Topics  : 

A.  Bonaparte's  reconstruction  of  Germany.  Fyffe, 
166-173.     Seeley,  Life  and  Times  of  Stein,  I,  133-145. 

B.  How  the  United  States  secured  Louisiana.  Chan- 
ning,  Students'  History  of  the  United  States,  337-340. 
Turner,  in  Atlantic  Monthly,  May,  June,  1904. 

C.  Bonaparte's  idea  of  good  society.  Rdmusat,  Me- 
moirs. 

65.  The  Napoleonic  Empire,  1804. 

a.  Royalist  plots  against  Bonaparte :  the  execution  of  the 

Due  d'Enghien  and  its  effect  on  Europe. 

b.  Restoration  of  the  Empire :  Napoleon  I  the  "  successor 

of  Charlemagne  " ;  how  old  Europe  regarded  the  new 
emperor. 

c.  Renewal  of  war :  Malta ;  occupation  of  Hanover ;  coast 

blockade ;  changes  in  the  dependent  kingdoms  ;  prep- 
arations for  the  invasion  of  England;  Napoleon's 
weakness  on  the  ocean;  the  battle  of  Trafalgar, 
1805. 

Brief  Accounts:  Myers,  416-420.  Robinson,  608-610. 
Rose,  Revolutionary  and  Napoleonic  Era,  140-158. 
Fyffe,  179-187. 

Longer  Accounts:  Seeley,  105-122.  Ropes,  62-87. 
Fournier,  242-294.  Rose,  Napoleon  I,  Chs.  xvi-xxi. 
Mahan,  Influence  of  Sea  Power  upon  the  French  Revo- 
lution and  Empire,  Chs.  xv,  xvi.  Fay,  "  The  Execution 
of  the  Due  d'Enghien,"  in  American  Historical  Review, 
July-October,  1898. 

66.  Napoleon's  Campaigns  from  Austerlitz  to  Tilsit,  1805- 

1807. 

a.  Campaign  against  Austria,  1805:   capitulation  of  Ulm ; 

battle  of  Austerlitz ;  end  of  the  Holy  Roman  Empire ; 
Francis  II,  "  Emperor  of  Austria  "  ;  the  Confederation 
of  the  Rhine. 

b.  Campaign  against  Prussia,  1806:  battle  of  Jena. 

c.  Campaign  against  Russia,  1807:  battle  of  Eylau ;  terms 

of  the  Treaty  of  Tilsit. 


196    Mediaeval  and  Modern  European  History 

d.  Napoleon's  "Continental   System":    purpose;   difficulty 

in  execution  ;  its  effect  on  the  European  powers. 

Brief  Accounts:  Myers,  430-431.  Robinson,  611- 
616. 

Longer  Accounts:  Seeley,  123-144.  Ropes,  108-129. 
Rose,  Revolutionary  and  Napoleonic  Era,  158-183. 
Fournier,  298-432.  Rose,  Napoleon  I,  Chs.  xxii-xxvii. 
Fyffe,  187-240.  Mahan,  Influence  of  Sea  Power  upon 
the  French  Revolution  and  Empire,  Ch.  xviii. 

Sources  :    The  Berlin  Decree.     Colby,  Selections  from 
Sources  of  English  History,  No.  no. 
Additional  Topic : 

The  effect   of  Napoleon's  Continental   System   upon 

the  United  Stajtes.      Channing,  Students1  History  of  the 

United  States,>343~354.     See  also  Outline  of  A?nerican 

History,  section  23. 

67.   The  National  Uprisings  against  Napoleon,  1808-1812. 

a.  The   Spanish   revolt,   1808-1809:    importance  of  Spain 

and  Portugal  to  Napoleon's  plans ;  Joseph's  troubles ; 
Napoleon  in  Spain ;  how  the  opposition  to  Napoleon 
in  Spain  differed  from  previous  opposition. 

b.  The  Austrian  revolt,   1809:  Austria's  hopes;   battle  of 

Wagram ;  Austria's  humiliation ;  Napoleon's  second 
marriage  ;  his  annexations  ;  position  in  Europe  in  18 10  ; 
elements  of  weakness  in  his  empire. 

c.  Napoleon's  invasion  of  Russia,  181 2:   purpose;   causes 

of  failure  ;  its  effect  on  Napoleon's  power. 

d.  The  Prussian  rising,  1813:    social  and  military  reforms 

in    Prussia;    Frederick   William   Ill's   proclamations; 

beginning  of  the  "War  of  Liberation." 

Brief  Accounts  :  Myers,  430-446.     Robinson,  618-622. 

Longer  Accounts:  Ropes,  130-203.  Seeley,  1 45-181. 
Rose,  Revolutionary  and  Napoleonic  Era,  Ch.  ix.  Four- 
nier, 434-579.  Rose,  Napoleon  I,  Chs.  xxviii-xxxiii. 
Seeley,  Life  and  Times  of  Stein,  I,  335-361. 

Imaginative  Literature  :  Southey,  At  Corufia.  Wolfe, 
Burial  of  Sir  John  Moore. 


Outline  of  European  History  197 

Map  Work: 

Sketch  map  of  Europe  showing  Napoleon's  empire 
and  dependent  states  in  1810.  Myers,  436.  Robinson, 
614.    Rose,  Revolutionary  and  Napoleonic  Era,  217. 

68.  The  Downfall  of  Napoleon,  18 13- 18 15. 

a.  Leipzig,  1813:   importance  of  this  battle  for  Napoleon 

and  for  Europe. 

b.  Elba,  1814:  invasion  of  France  by  the  allies;  exhaustion 

of  France ;    desertions   from    Napoleon ;    Napoleon's 
abdication  ;  how  he  lived  at  Elba. 

c.  Waterloo,  181 5  :    Napoleon's  return  and  reception;    the 

"Hundred  Days";  the  battle  of  Waterloo,  June  18, 
1 81 5  ;  Napoleon's  second  abdication. 

d.  St.  Helena,  181 5- 182 1  :  how  Napoleon  passed  the  days 

of  his  exile  ;  his  character ;  his  place  in  history. 

Brief  Accounts  :  Myers,  446-451.     Robinson,  623-624. 

Longer  Accounts:  Seeley,  182-233.  Ropes,  203-308. 
Rose,  Revolutionary  and  Napoleonic  Era,  Chs.  x,  xi. 
Fournier,  580-744.  Rose,  Napoleon  I,  Chs.  xxxv-xlii. 
Rosebery,  Napoleon:  The  Last  Phase  (an  interesting 
account  of  Napoleon's  life  at  St.  Helena). 

Imaginative  Literature  :  •Erckmann-.Chatrian,  The  Con- 
script of  1813  ;  Waterloo.     Victor  Hugo,  Les  Miserables 
(especially  on  the  battle  of  Waterloo). 
Additional  Topics : 

A.  How  far  was  Napoleon  favored  by  circumstances? 
Seeley,  240-279. 

B.  Napoleon's  writings. 

C.  What  in  his  career  did  Napoleon  regret?  Rose- 
bery, Napoleon :  The  Last  Phase,  Ch.  xiv  ("  The  Su- 
preme Regrets  "). 

D.  Napoleon's  hold  on  his  soldiers.     Ropes,  310-319. 
XII.     Growth  of  Nationality,  Democracy,  and  Liberty  in  the 

Nineteenth  Century. 

69.  The  Congress  of  Vienna  and  Metternich's  System  of 

Absolutism. 
a.    Forces  in  the  development  of  Europe  in  the  nineteenth 


198    Mediaeval  and  Modern  European  History 

century  :  nationality ;  popular  sovereignty  and  consti- 
tutional government ;  equality  ;  personal  liberty  ;  the 
press ;  industrial  and  commercial  progress ;  colonial 
expansion ;  European  Congresses. 

b.  The  Congress  of  Vienna,  1814-1815  :   the   principle  of 

legitimacy ;  the  territorial  problems  and  their  settle- 
ment ;  the  constitutional  arrangements ;  failure  of  the 
Congress  to  take  account  of  the  new  forces  in  the 
development  of  Europe  in  the  nineteenth  century. 

c.  Metternich's  system  of  absolutism,  181 5-1 848:  aims  of 

Metternich  and  Czar  Alexander;    the  Holy  Alliance; 

struggles  against  absolutism  in  Spain,  Germany,  and 

Italy. 

Brief  Accounts:  Myers,  454-467.  Robinson,  625- 
637.     West,  Modern  History,  382-392. 

Longer  Accounts:  Fyffe,  History  of  Modern  Europe, 
368-524  (scholarly,  but  a  little  long  for  school  use). 
Seignobos,  Political  History  of  Europe  since  1814  (trans- 
lated by  MacVane),  Chs.  i,  xxv  (comprehensive  and 
clearly  arranged;  dull  for  reading  but  good  for  refer- 
ence). Phillips,  Modern  Europe,  1-134  (the  most  recent 
and  readable  one-Volume  history  ;  valuable  for  showing 
international  relations).  Miiller,  Political  History  of 
Recent  Times,  1-62.  Andrews,  Historical  Development 
of  Modern  Europe,  I,  86-133.  Seeley,  Life  and  Times 
of  Stein,  II,  317-478. 

Sources  :  Correspondence  of  Prince  Talleyrand  with 
Louis  XVIII  during  the  Congress  of  Vienna  (edited  by 
Pallain).  Pennsylvania  Reprints,  I,  No.  3  (contains  the 
French  Charter  of  18 14,  the  German  Act  of  Confederation 
of  181 5,  and  documents  on  the  Holy  Alliance  and  Met- 
ternich's  anti-revolutionary  policy). 
Map  Work: 

Sketch  map  of  Europe  in  181 5  showing  the  territo- 
rial settlements  of  the  Congress  of  Vienna.  Myers,  458. 
Robinson,  627.  Phillips,  at  end  of  book.  Gardiner, 
School  Atlas,  59. 


Outline  of  European  History  199 

• 

Additional  Topics : 

A.  Talleyrand  at  the  Congress  of  Vienna. 

B.  Origin  of  the  Monroe  Doctrine.  Channing,  Stu- 
dents' History  of  the  United  States,  377-381.  See  also 
Outline  of  A?nerican  History,  section  27. 

Remark.  —  In  the  nineteenth  century  the  nations  of  Europe  have  come  into 
closer  contact  with  each  other,  and  their  history  becomes  more  and  more  inter- 
woven ;  this  is  partly  the  result  of  the  introduction  of  railroads,  steam  vessels, 
the  magnetic  telegraph,  and  the  daily  newspaper.  This  fact  has  led  some  histo- 
rians (Robinson,  Fyffe,  and  Phillips)  to  treat  the  nineteenth  century  chrono- 
logically, showing  this  close  interrelation  ;  this  method  is  perhaps  more  scientific 
and  scholarly,  but  also  more  difficult.  It  is  simpler  and  easier  for  young  stu- 
dents to  follow  the  development  of  but  one  nation  at  a  time.  This  topical 
method  is  the  one  followed  in  this  outline ;  it  is  also  that  of  Myers,  Seignobos, 
and  Andrews. 

70.  The  Paris  Revolutions  of  1830  and  1848. 

a.  France  after  the  restoration  of  the  Bourbons :   compari- 

son of  France  in  1789  and  in  1815  ;  the  Charter;  Louis 
XVIII ;  Charles  X  ;  reactionary  measures. 

b.  The  July   Revolution  in   Paris,  1830;    democracy  and 

the  press  ;  Louis  Philippe,  "  King  of  the  French  "  ; 
his  character  and  reign ;  effect  of  the  revolution  upon 
Belgium  and  Poland. 

c.  The  February  Revolution  in  Paris,  1848. 

d.  The   Second   Republic,  1 848-1 852:    what  the  socialists 

wanted;  what   the  people   of  P'rance  wanted;  Louis 

Napoleon,  his  character  and  ambitions. 

Brief  Accounts:  Myers,  468-472.  Adams,  Growth  of 
the  French  Nation,  318-326. 

Longer  Accounts:  Seignobos,  103-170.  Phillips,  168- 
209,  255-272.  Fyffe,  427-446,  603-630,  699-706,  730- 
737.  Andrews,  I,  Chs.  iv,  vii,  viii.  Miiller,  90-120, 
172-202. 

71.  France  under  Napoleon  III  and  the  Third  Republic. 

a.  The  Second  Empire,  1852-1870:  Louis  Napoleon's  coup 
diktat  of  December  2,  1852  ;  its  democratic  character; 
mistakes  of  Napoleon  Ill's  foreign  policy  ;  the  Franco- 
Prussian  War;  the  surrender  at  Sedan,  1870. 


200    Mediaeval  and  Modern  European  History 


* 


b.  The  Paris  Commune,  1871. 

c.  The  Third  Republic,  1870- ;  Thiers;  the  Constitutional 

Laws ;  difficulties  of  the  Third  Republic ;  reasons  for 

its  stability. 

Brief  Accounts:  Myers,  472-480.  Adams,  Growth 
of  the  French  Nation,  326-340.  Robinson,  642-644 ; 
661-665. 

Longer    Accounts:    Seignobos,    170-227.     FyfFe,  968- 

1019.     Lowell,  Governments  and  Parties  in  Continental 

Europe,  I,  Chs.  i,  ii.     Coubertin,  Evolution  of  France 

under  the  Third  Republic.     Bodley,  France  (interesting) . 

Additional  Topics : 

A.  Gambetta. 

B.  The  Pope  and  the  Third  Republic. 

C.  The  present  government  of  the  Third  Republic. 
Lowell.    Bodley. 

72.   The  Unification  of  Italy. 

a.  State  of  Italy  in   1815:    Italy  a  "geographical  expres- 

sion " ;  effects  of  Napoleon's  conquests  and  reforms ; 
Austrian  possessions  and  influence  in  Italy. 

b.  Struggles  against  Austrian  absolutism,  181 5-1848:   the 

carbonari;  Mazzini;  the  revolution  of  1848;  Charles 
Albert  and  the  Constitution ;  failure  of  the  first  war 
against  Austria. 

c.  JUnion  of  Italy  under  Victor  Emmanuel  II  ( 1 849-1 878)  : 

position  of  Piedmont  in  Italy ;  Cavour's  aims  and 
diplomatic  achievements  ;  the  war  of  1859  with  Austria 
and  its  results ;  Garibaldi's  career  and  additions  to  the 
kingdom  of  Italy;  the  Roman  question;  final  union 
of  Italy,  1870. 

d.  The  Papacy :  how  its  power  was  affected  by  the  union  of 

Italy;  "the  prisoner  of  the  Vatican";  Leo  XIII  and 
his  policy. 

e.  The  kingdom  of  Italy  since  1870:    parliamentary  gov- 

ernment ;  economic  distress  and  emigration ;  colonial 

failures. 

Brief  Accounts :  Myers,  510-530.    West,  457-464. 


Outline  of  European  History  201 

Longer  Accounts :  Seignobos,  Chs.  xi,  xxiii.  Phillips, 
Ch.  xv.  Fyffe,  Ch.  xxii.  Probyn,  Italy,  1815-1890. 
Stillman,  Union  of  Italy  (Cambridge  Historical  Series). 
Countess  Cesaresco,  The  Liberation  of  Italy,  181 5-1895 
(picturesque  and  interesting) ;  by  the  same  writer, 
Cavour  (Foreign  Statesmen).  Lowell,  Governments  and 
Parties  in  Continental  Europe,  I,  Chs.  in,  iv.  Thayer, 
Throne-Makers  ("  Cavour  "). 

Source :  Delia  Rocca,  The  Autobiography  of  a  Veteran. 
Additional  Topics: 

A.  The  march  of  "The  Thousand." 

B.  Napoleon  Ill's  policy  toward  Italy. 

C.  Garibaldi's  career  in  America  and  Italy. 

D.  The  Vatican  Council,  1 869-1 870. 

E.  The  present  government  of  Italy.     Lowell. 
Map  Work: 

Sketch  map  of  Italy  in  1870,  showing,  with  dates,  the 
additions  to  Piedmont  since  181 5.    Myers,  522.    Phillips, 
map  at  end  of  book.     West,  465.     Putzger,  No.  28. 
73.   The  Struggle  for   Liberty  and  Unity  in  Germany, 
1815-1858. 

a.  The  German  Confederation  of  181 5  :  its  defects  and  weak- 

nesses ;  Metternich's  influence  ;  why  Austria  and  Prussia 
were  rivals  ;  Prussia's  Customs  Union  (Zollvereiii)  and 
its  importance. 

b.  The   revolutions   of   1848 :    growth   of  liberalism  since 

181 5;  attempts  to  suppress  it;  effects  of  the  Paris 
revolution  of  1848  upon  events  in  Prussia,  Austria, 
Hungary,  and  Italy. 

c.  First  attempts  at  German  unity :  the  Frankfort  Parlia- 

ment and  its  failure;  Prussia's  humiliation  and  isola- 
tion. 

Brief  Accounts  :  Myers,  532-542.  Robinson,  631-635, 
644-653.     West,  449-456- 

Longer  Accounts :  Seignobos,  Ch.  xiv.  Phillips,  Chs. 
iii,  xi-xiii.  Henderson,  Short  History  of  Germany,  II, 
Ch.  viii.      Fyffe,  681-699,  707-809.      Andrews,  I,  Chs. 


202    Mediaeval  and  Modern  European  History 

vi,  ix,  x.     Headlam,  Bismarck  (Heroes  of  the  Nations), 
Chs.  iii-v. 

Source :  Bismarck,  Reflections  and  Reminiscences. 
Additional  Topic: 

A.    The  March  revolution  in  Berlin,  1848.     Bismarck, 
Reflections  and  Reminiscences,  Ch.  ii. 
74.   The  Foundation  of  the  German  Empire  under  Bis- 
marck and  William  I  (1858-1888). 

a.  Preparation  for  conflict :  reorganization  of  the  Prussian 

military  system  ;  Bismarck's  earlier  career,  his  character, 
and  policy  of  "blood  and  iron1';  his  victory  over  the 
Prussian  Parliament. 

b.  Triumph  of  Prussia  over  Austria :  the  Schleswig-Holstein 

War,  1864;  the  Austro-Prussian  War  of  1866;  end  of 
the  German  Confederation ;  the  North  German  Con- 
federation, 1867;  Austria's  position  after  1867. 

c.  The  Franco-Prussian  War,  1870-1871  :  causes;  German 

victories ;  proclamation  of  the  New  German  Empire ; 
" Emperor  William  I";  Alsace-Lorraine. 

d.  Germany  since  the  Franco-Prussian   War:    the   Triple 

Alliance;   William  II;    German  colonial  policy;   the 

power  of  the  Social  Democrats. 

Brief  Accounts:  Myers,  542-554.  Robinson,  656-667. 
Whitcomb,  214-219.     West,  466-494. 

Longer  Accounts  :  Phillips,  Chs.  xvi-xviii.  Seignobos, 
Chs.  xv,  xvi.  Andrews,  II,  Chs.  v,  vi.  Fyffe,  Chs.  xxiii, 
xxiv,  Headlam,  Bismarck  (Heroes  of  Nations).  Thayer, 
Throne-Makers  ("Bismarck1').  Munroe  Smith,  Bis- 
marck. Henderson,  Short  History  of  Germany,  II, 
Chs.  ix,  x.  Lowell,  Governments  and  Parties,  Chs.  v-vii. 
Additional  Topics  : 

A.  Comparison  of  French  and  German  preparations 
before  the  war  of  1870. 

B.  Bismarck  as  a  statesman. 

C.  The  principles,  leaders,  and  power  of  the  Social 
Democrats  in  Germany.  West,  489-494.  Lowell,  Gov- 
ernments and  Parties,  II,  Chs.  v-vii. 


Outline  of  European  History  203 

75.   Austria-Hungary  under  Francis  Joseph  I,  1848-. 

a.  The  various  races  in  Austria-Hungary  :  their  characteris- 

tics and  ambitions  ;  the  Pan-Slavic  movement. 
Map  Work: 

Sketch  map  of  Austria-Hungary  showing  the  various 
races  and  where  they  live.  Robinson,  649.  Whitcomb, 
221.     West,  500.     Phillips,  map  at  end  of  book. 

b.  The  revolutions  of  1848:   flight  of  Metternich;    acces- 

sion of  Francis  Joseph  ;  revolts  in  Bohemia  and  Hun- 
gary ;  Hungarian  Constitution  of  1848  ;  suppression  of 
these  revolts. 

c.  Establishment  of  the  dual  monarchy,  1867:    decline  of 

Austria's  influence  in  Germany  and  Europe  after  the 
revolutions  of  1848;  effect  of  the  Prussian  and  Italian 
wars  of  1866;  restoration  of  the  Hungarian  Constitu- 
tion ;  establishment  of  the  "  Dual  Monarchy  "  and  the 
Compromise  (Ansgleich)  of  1867. 

d.  Austria-Hungary  since  1867:    acquisition  of  Bosnia  and 

Herzegovina ;  Austria's  interests  in  the  Balkan  Penin- 
sula;   internal    difficulties    in    the    Austro-Hungarian 
government. 
Brief   Accounts:    Whitcomb,    221-236.      Myers,   541, 

556-560.     Robinson,  646-653. 
Longer  Accounts :  Lowell,  Governments  and  Parties  in 

Continental  Europe,  II,  Chs.  viii-x.    Seignobos,  Chs.  xiii, 

xvii.     Andrews,  I,  Ch.  ix ;  II,  vii,  xii.     Fyffe,  709-715; 

747-770;  963-967.     Phillips,  Chs.  xiii,  xvii. 
Additional  Topics  ; 

A.  Kossuth's  career  in  Hungary  and  America.  Kos- 
suth, Memories  of  My  Exile.  Rhodes,  History  of  the 
United  States,  I.     Thayer,  Throne-Makers. 

B.  The  present  government  of  Austria-Hungary. 
Lowell. 

76.   Turkey  and  the  Eastern  Question. 

a.  The  Ottoman  Turks :  their  conquest  of  Constantinople, 
1453  ;  later  gains  and  losses  of  territory  ;  extent  of  the 
Ottoman  Empire  in  1814;  its  government;  the  subject 


204    Mediaeval  and  Modern  European  History 

peoples  ruled  by  the  Turks ;  why  this  rule  has  been 
hated. 

b.  The  War  of  Greek  Independence,  1821-1829:  the  king- 

dom of  Greece  and  its  subsequent  history. 

c.  The    Crimean    War,    1 854-1 856:    Russia's    ambitions; 

"  The  Sick  Man  of  Europe ;  n  causes  and  results  of  the 
war. 

d.  The  Russian-Turkish  War  of  1877-1878:   revolts  from 

Turkish  rule ;  the  "  Bulgarian  atrocities  M ;  Russia's 
demands  and  attempt  at  enforcement ;  Congress  of 
Berlin  (1878)  and  its  settlement  of  the  Eastern 
Question. 

e.  Turkey  and  the  Balkan  states  to-day:   their  ambitions 

and  troubles ;  the  Macedonian  question ;  the  Arme- 
nian question ;  policy  of  England  and  of  Russia  in  the 
Near  East. 

Brief  Accounts  :  Whitcomb,  256-274.  West,  594-604. 
Robinson,  667-670.     Myers,  566-574. 

Longer  Accounts:  Seignobos,  Chs.  xx,  xxi.  Fyffe, 
525-602,  824-865,  1020-1052.  Phillips,  Chs.  vii,  x,  xv, 
xix.  Andrews,  II,  Chs.  ii,  viii.  McCarthy,  History  of 
Our  Own  Times,  Chs.  xxv-xxviii,  xxxix,  lxiv-lxvi. 

Imaginative  Literature :    Byron,  The  Isles  of  Greece. 
Tennyson,  The  Charge  of  the  Light  Brigade. 
Map  Work: 

Sketch  map  showing  the  states  of  south-eastern  Europe 
at  the  present  day.     Myers,  573.    West,  596,  605.     Rob- 
inson,  667.     Phillips,   map  at  end  of  book.     Putzger, 
Atlas,  No.  25. 
yy.   Development  of  Russia  in  the  Nineteenth  Century. 

a.  Alexander   I,   1801-1825 :    French    influence   in    Russia 

under  Catherine  II ;  Russia's  part  in  the  Napoleonic 
wars  ;  Alexander  I's  early  liberal  and  later  reactionary 
policy. 

b.  Nicholas  1, 1825-1855  :  his  character,  and  domestic  policy ; 

beginning  of  the  Slavophil  movement ;  the  Polish  re- 
volt of  1830 ;  effects  of  the  Crimean  War  on  Russia. 


Outline  of  European  History         205 

c.  The  liberal  movement  since  the  Crimean  War :   Alexan- 

der II;  the  emancipation  of  the  serfs  and  its  effect; 
other  liberal  reforms;  the  Polish  revolt  of  1863;  the 
Nihilists  and  their  methods ;  the  policy  of  "  Russian- 
ization  "  and  its  results. 

d.  The  expansion  of  Russia  toward  the  Pacific :  the  trans- 

Siberian  railroad. 

Brief  Accounts :  Myers,  560-579,  602-606.    Whitcomb, 
250-256,  330-334.     West,  583-594. 

Longer  Accounts  :  Seignobos,  Ch.  xix.  FyfFe,  574-602, 
924-934.  Andrews,  II,  Ch.  xiii.  Rambaud,  History  of 
Russia,  III.  Leroy-Beaulieu,  The  Empire  of  the  Tsars 
and  the  Russians.  Wallace,  Russia.  Krausse,  Russia  in 
Asia.  Norman,  All  the  Russias.  Kovalevsky,  Russian 
Political  Institutions. 
Additional  Topics : 

A.  The  Jews  in  Russia. 

B.  The  Siberian  exile  system.   George  Kennan,  articles 
in  Century  Magazine. 

C.  The  present  condition  of  the  peasants  in  Russia. 

D.  The  "  Russianization  "  of  Finland. 

E.  The  censorship  of  the  press  in  Russia. 
78.   The  Expansion  of  Europe. 

a.  Revival  of  interest  in  colonial  expansion  toward  the  close 

of  the  nineteenth  century. 

b.  European  discovery  and  partition  of  the  African  conti- 

nent :  Livingstone  and  Stanley ;  Egypt  and  the  Suez 
Canal;  Algiers;  the  partitioning  of  1884;  the  Boer 
War  and  its  results. 

c.  Europe  in  Asia  and  the  Far  East :    English  in  India  and 

in  the  Straits  Settlements ;  China's  condition ;  her 
cessions  to  European  nations;  Japan  as  a  world 
power;  her  war  with  China;  shall  China  be  parti- 
tioned ? 

d.  The  Anglo-Saxons  in  Australasia  and  the  Pacific:    the 

voyages  of  Captain  Cook  in  the  eighteenth  century; 
English  settlement  at  Botany  Bay ;  discovery  of  gold 


206    Mediaeval  and  Modern  European  History 

in   Australia;    the   Australian   Commonwealth,    1901  ; 

Hawaii  and  the  Philippines. 
e.    Comparison  of  the  colonial  power  and  possessions  of 

England,  France,  Germany,  and  Holland. 

Brief  Accounts :  Whitcomb,  312-334.  Robinson,  684- 
687.     West,  576-582,  607-613. 

Longer  Accounts  :  Phillips,  Ch.  xx.  Reinsch,  Colonial 
Government ;  World  Politics.  Latimer,  Europe  in  Africa 
in  the  Nineteenth  Century.  Keltie,  Partition  of  Africa. 
Caldecott,  English  Colonization  and  Empire.  Seeley, 
Expansion  of  England.  Jenks,  History  of  the  Austral- 
asian Colonies.  Statesman's  Year  Book  (a  very  valuable 
annual  containing  statistical  knowledge  of  all  countries 
and  their  colonies,  and  often  good  maps  of  recent  boundary 
disputes  and  changes).  Encyclopaedia  Britannica,  sup- 
plementary volumes. 

Sources :  Stanley,  How  I  Found  Livingstone ;  Through 
the  Dark  Continent ;  In  Darkest  Africa.     Slatin,  Fire  and 
Sword  in  the  Sudan. 
Map  Work: 

Sketch  map  showing  England  and  the  principal  Eng- 
lish colonies  at  the  present  day.     Myers,    597.     West, 
612.     Gardiner,  School  Atlas,  65. 
Special  Map  Work: 

Sketch  map  showing  European  colonies  and  spheres 
of  influence   in   Africa.     Whitcomb,   312.      West,   609. 
Gardiner,  School  Atlas,  66. 
Additional  Topic : 

How  England  governs  her  colonies. 
79.   The  Material  Progress  of  the  Nineteenth  Century. 

a.  The  Industrial  Revolution :    its  effect  on  manufactures, 

commerce,  population,  and  everyday  life. 

b.  Inventions  and  improvements  in  means  of  transportation. 

c.  Inventions  and  improvements  in  means  of  communication 

and  of  the  spread  of  knowledge. 
d.    Changes  in  the  art  of  war  and  attempts  at  prevention  of 


Outline  of  European  History         207 

e.   Discoveries  promoting  the  health  and  comfort  of  man- 
kind. 

Brief  Accounts:  Robinson,  Ch.  xli.  West,  613-616. 
Whitcomb,  335~349- 

Longer  Accounts:  Seignobos,  Ch.  xxii.  Cheyney, 
Industrial  and  Social  History  of  England,  Chs.  viii, 
ix,  x.  Cunningham,  Growth  of  English  Industry  and 
Commerce.  Toynbee,  Industrial  Revolution  of  the 
Eighteenth  Century  in  England.  Lecky,  History  of 
England  in  the  Eighteenth  Century,  Ch.  xxiii.  The 
Progress  of  the  Century  (series  of  essays  published  by 
Harper).  The  Statesman's  Year  Book. 
Additional  Topics: 

A.  The  penny  post.  McCarthy,  History  of  Our  Own 
Times,  Ch.  iv. 

B.  The  average  circulation  of  your  daily  newspaper. 
From  what  foreign  cities  does  the  current  issue  contain 
despatches  ? 


PART    III 
ENGLISH    HISTORY 


ENGLISH   HISTORY 


INTRODUCTION 

The  paramount  interest  in  the  study  of  the  history  of 
England  is  found  in  its  constitutional  aspect.  It  was 
in  England  that  certain  important  governing  principles 
were  first  realized  in  successful  practice.  Self-govern- 
ment, the  ideas  of  representation  and  local  control,  were 
first  tested  by  the  English  people,  and  to-day  the  Eng- 
lish constitution  is  more  or  less  the  model  of  all  existing 
free  constitutions.  Moreover,  the  institutions  of  a  people 
are  the  truest  expression  of  national  life  and  character, 
and  their  study  affords  the  best  training  for  the  right 
understanding  of  present  conditions.  This  is  especially 
true  of  the  study  of  English  constitutional  history. 
England's  constitution  is  the  slow  growth  of  many 
centuries,  consequently  it  is  more  expressive  of  the 
character  and  development  of  the  people  than  is  that 
of  any  other  nation.  No  broad  gap  separates  Eng- 
land's present  from  the  past.  From  the  fifth  cen- 
tury until  now  there  is  no  break ;  each  step  in  the 
development  is  connected  with  the  preceding.  "  There 
has  been  such  a  continuity  of  life  and  development  that 
hardly  one  point  in  its  earliest  life  can  be  touched  with- 
out the  awakening  of  some  chord  in  the  present;  scarcely 
a  movement  now  visible  in  the  current  of  modern  life 

211 


212  English   History 

but  can  be  traced  back  with  some  distinctness  to  the 
early  Middle  Ages."  A  national  development,  unbroken 
by  great  revolutions,  and  characterized  by  uniform  and 
progressive  growth,  must  bring  home  with  unusual  force 
the  essential  connection  between  the  past  and  the  pres- 
ent, the  sense  of  organic  unity.  Precedent  is  the  life 
and  soul  of  the  English  constitution.  How  typical  of 
this  is  the  famous  scene  in  Parliament  in  1688.  The 
king  has  fled ;  William  and  a  foreign  army  are  encamped 
near  London ;  Ireland  and  Scotland  are  on  the  point  of 
revolt.  Parliament,  summoned  to  face  this  situation, 
spends  hours  in  unearthing  and  examining  the  four 
centuries-old  records  of  Richard  IPs  deposition  that 
revolution  may  be  carried  out  with  due>  regard  to 
precedent. 

For  these  reasons  stress  should  be  laid  upon  the 
constitutional  aspect  of  each  period  in  English  history. 
This  forms  the  chief  difficulty  of  the  course,  for  institu- 
tions do  not  lend  themselves  to  picturesque  treatment ; 
the  personal  element  is  in  abeyance,  and  the  details  are 
often  obscure  and  complicated.  Fortunately  the  con- 
tinuity of  English  development  is  of  great  service  here. 
Since  English  constitutional  history  presents  itself  as  an 
orderly,  unbroken  chain  of  events,  each  linked  to  each, 
the  student  is  easily  led  to  note  the  relation  of  cause 
and  effect.  Moreover,  this  closeness  of  connection  be- 
tween the  past  and  the  present  is  full  of  picturesque 
suggestion.  A  party  struggle  of  the  nineteenth  century 
has  a  new  interest  when  we  read  that  a  leader  who 
abandoned  his  side  in  a  critical  division  is  taunted  by 
the  newspapers  with  the  treachery  of  his  ancestor  on 


Introduction  2 1 3 

Bosworth  Field ;  or  when,  in  the  debates  over  a  fran- 
chise bill,  the  freedom  of  Saxon  times  is  called  to  mind, 
and  the  constituencies  are  bidden  to  "  look  to  the  rock 
whence  we  were  hewn,  and  the  hole  of  the  pit  whence 
we  were  digged." 

The  simplicity  and  directness  of  England's  develop- 
ment constitute  at  the  same  time  a  great  advantage  and 
a  serious  danger.  The  work  of  instructor  and  student 
is  much  easier  because  of  the  fact  that  there  is  but  one 
thread  to  follow,  because  the  English  have  worked  out 
their  history  with  far  more  independence  of  external 
influences  than  is  true  of  any  other  European  people. 
But  just  because  English  history  is  less  interwoven  with 
the  general  history  of  Europe  there  is  danger  in  this 
course  of  losing  sight  of  the  essential  unity  of  history. 
As  Ranke  truly  says :  "  There  was  but  one  church,  one 
science,  one  art,  in  Europe ;  one  and  the  same  mental 
horizon  enclosed  the  different  people  ;  a  romance  and  a 
poetry  varying  in  form,  yet  of  closely  kindred  nature, 
was  the  common  possession  of  all.  The  common  life  of 
Europe  flowed  also  in  the  veins  of  England."  In  spite 
of  this,  English  history  is  often  taught  and  studied  as* 
though  it  had  no  more  connection  with  the  general 
development  of  Europe  than  with  the  life  of  the  Amer- 
ican continent  ten  centuries  ago.  The  Norman  Con- 
quest is  treated  as  though  it  were  an  isolated  occurrence, 
and  not  simply  one  aspect,  though  the  most  important, 
of  a  great  movement  which  profoundly  affected  Europe ; 
the  discussion  of  the  contest  between  Henry  I  and  An- 
selm  gives  no  hint  of  the  larger  controversy  of  a  like 
nature  which  divided  the  continent. 


214  English   History 

This  most  unhistorical  detachment  is  especially  marked 
in  the  ordinary  treatment  of  France.  As  an  English 
teacher  has  wittily  said :  "  The  French  kingdom  comes 
into  existence  solely  for  the  sake  of  being  conquered 
by  Edward  III  and  Henry  V  and  then  sinks  back  into 
oblivion.  It  has  a  temporary  resuscitation  to  enable 
Henry  VIII  to  be  present  at  the  Field  of  the  Cloth 
of  Golcl,  and  hibernates  once  again  until  Charles  II 
requires  the  financial  assistance  of  Louis  XIV.  After 
that  comes  another  blank  until  the  outbreak  of  the 
French  Revolution ;  then  after  a  fitful  existence  un- 
der Napoleon  it  finally  expires  with  the  battle  of  Water- 
loo." It  is  true  that  the  brief  time  allotted  a  course  in 
English  history  affords  small  place  for  the  teaching  of 
contemporary  history.  But  an  occasional  word  of  re- 
minder, where  students  have  already  had  a  course  in 
European  history,  or,  where  this  is  not  the  case,  a  few 
brief  summaries,  will  keep  the  class  in  mind  of  the  larger 
history  of  which  the  story  of  England  is  merely  a  part. 

England's  connection  with  the  New  World  must  not 
be  overlooked.  In  the  case  of  American  students  there 
is  less  danger  of  this,  but  the  importance  and  dramatic 
interest  of  this  subject  claim  for  it  especial  attention. 
Another  aspect  of  this  course  is  more  likely  to  be  neg- 
lected. English  history  is  often  studied  with  entire  dis- 
regard of  Scotch  and  Irish  history,  and  yet  a  knowledge 
of  these  is  essential  to  the  comprehension  of  the  first. 
Moreover,  each  has  its  special  value  and  interest,  which 
must  not  be  ignored.  From  time  to  time  there  should 
be  a  careful  consideration  of  the  state  of  Ireland  or  of 
Scotland,  showing  the  course  of  development  and  the 


Introduction  215 

forces  at  work.  Especially  should  the  interplay  of 
influences  between  the  different  kingdoms  be  made 
plain.  The  points  of  contact  between  the  different 
divisions  of  the  British  Isles  in  early  history  should  be 
dealt  with  at  length. 

While  there  is  no  sharp  break  in  English  history  there 
are  clearly  defined  divisions.  The  following  outlines 
have  been  arranged  with  regard  to  the  special  signifi- 
cance of  each  period  in  the  history  of  the  English  nation. 
Formerly  it  was  said  that  English  history  began  with  the 
Norman  Conquest.  Then  six  centuries  were  added,  and 
the  tale  began  with  the  coming  of  the  Angles  and  Sax- 
ons. Now,  whatever  the  final  decision  as  to  the  de- 
gree of  Celtic  survival  or  the  importance  of  the  Roman 
occupation,  it  is  recognized  that  the  beginning  of  Eng- 
land cannot  be  understood  without  some  knowledge  of 
the  character  of  the  country  and  of  the  people  that 
the  English  conquered.  The  Celtic  characteristics,  the 
Roman  influence,  are  essential  elements  in  the  story  of 
the  Conquest. 

Following  upon  this  comes  the  more  detailed  study  of 
the  Saxons,  their  characteristics  and  institutions,  the  new 
life  now  begun  on  British  soil.  The  forces,  whether  in- 
ternal or  external,  making  for  union  should  be  carefully 
considered.  In  the  ninth  and  tenth  centuries  the  social 
and  ecclesiastical  disorder  resulting  from  the  long  contest 
with  the  Danes,  the  growth  of  feudal  tendencies,  and  the 
superficial  union  of  England  under  the  West-Saxon  kings 
are  features  to  be  noted.  Also  it  should  not  be  forgotten 
that  from  the  withdrawal  of  the  Romans  to  the  eleventh 
century  England's  international  relations,  forced  or  vol- 


216  English   History 

untary,  were  chiefly  with  the  northern  and  backward 
portions  of  Europe. 

The  Danish  conquest  and  the  reign  of  Cnut,  followed 
by  the  hardly  less  foreign  rule  of  Edward  the  Con- 
fessor, form  a  logical  introduction  to  the  Norman  Con- 
quest. "  Henceforth  England  might  be  conquered  but 
not  divided."  Between  Senlac  and  the  Treaty  of  Wall- 
ingford  intervenes  a  period  of  extraordinary  interest. 
Under  Norman  rule  provincial  distinctions  are  almost 
effaced,  while  class  divisions  are  deepened  and  embit- 
tered through  the  presence  of  two  races,  one  governing, 
the  other  governed.  England  is  again  united  with  the 
other  states  of  western  Europe,  but  is  still  free  to  work  out 
the  great  mediaeval  problems  of  the  relation  of  church 
and  state  and  of  crown  and  nobles  under  her  peculiar 
local  conditions.  To  this  period  the  reign  of  Henry  II 
forms  a  fitting  conclusion.  Under  the  hard  and  equal 
rule  of  the  Angevin,  Norman  and  Saxon  are  welded  to- 
gether to  form  the  English  nation.  As  representing  two 
foreign  policies,  one  doomed  to  failure  because  artificial, 
the  other  based  on  natural  conditions,  Henry's  efforts  to 
build  up  an  Anglo- Angevin  empire,  and  the  almost  acci- 
dental beginning  of  the  conquest  of  Ireland,  should  be 
clearly  brought  out.  On  the  constitutional  side,  interest 
centres  in  the  final  success  of  the  crown  in  the  long 
struggle  with  the  feudal  baronage  and  in  the  development 
of  the  administrative  machinery  as  the  basis  of  a  strong 
monarchy.  The  great  issue  between  church  and  state  is 
vividly  shown  in  the  contest  between  those  two  interest- 
ing personalities,  Henry  II  and  Archbishop  Thomas, 
one  facing  forward,  the  other  still  looking  backward. 


Introduction  2 1 7 

Following  with  dramatic  swiftness  upon  the  triumph 
of  the  king  over  the  nobles  comes  the  uprising  of  the 
new  nation  against  the  tyranny  and  misrule  of  John 
and  Henry  III.  The  century  of  Magna  Carta  and  the 
Model  Parliament  is  of  paramount  importance  in  its 
constitutional  aspect;  but  a  period  which  opens  with 
the  loss  of  Normandy  and  closes  with  an  attempt  to 
carry  out  the  British  idea,  i.e.  the  union  of  the  British 
Isles  under  one  rule,  is  full  of  interest  in  its  foreign 
policy.  Nor  should  the  architecture  of  the  age  be  over- 
looked, for  it  is  here  that  the  creative  spirit  of  the  new 
nation  finds  splendid  expression. 

During  the  fourteenth  and  fifteenth  centuries  the 
efforts  of  Edward  III  and  Henry  V  to  conquer  France 
are  of  controlling  interest ;  every  phase  of  national  life 
hinges  on  the  Hundred  Years'  War  and  its  aftermath, 
the  War  of  the  Roses.  The  story  of  these  struggles 
furnishes  many  stirring  and  picturesque  incidents,  and 
there  is  some  danger  of  allowing  them  to  obscure  the 
great  constitutional  and  social  importance  of  the  period. 
The  growth  of  parliamentary  government,  the  Lancas- 
trian experiment,  the  Yorkist  despotism,  are  marked 
stages  in  the  political  growth  of  the  English  nation, 
paralleled  on  the  social  side  by  the  steps  which  led  to 
the  disappearance  of  villeinage  in  the  fifteenth  century. 

The  age  of  the  Tudors  forms  a  clearly  defined  period. 
The  new  monarchy,  while  holding  down  the  people, 
holds  it  together,  and  makes  possible  the  rapid  growth 
which  characterizes  the  century.  The  Renaissance,  the 
Reformation,  so  far  as  it  is  a  popular  movement,  the 
maritime  and  commercial  development,  are  all  expres- 


2i 8  English   History 

sions  of  a  national  revival,  having  a  counterpart  only  in 
the  thirteenth  and  nineteenth  centuries.  At  the  same 
time,  Scotland,  under  the  influence  of  the  Reformation, 
undergoes  an  extraordinary  social  transformation.  The 
crisis  of  the  century  comes  in  the  reign  of  the  great 
queen,  with  the  struggle  of  the  English  nation  against 
the  Spanish  monarchy,  a  struggle  for  independence,  not 
for  empire.  England's  foreign  ambitions  are  shown  in 
the  revival  of  the  British  idea,  in  the  drawing  together 
of  the  northern  and  southern  kingdoms,  and  in  the  com- 
pletion of  the  conquest  of  Ireland. 

With  the  seventeenth  century  the  situation  changes. 
The  controlling  force  is  the  Puritan  movement,  Eng- 
land's real  religious  reformation.  The  sympathetic  des- 
potism of  the  Tudors  gives  place  to  the  selfish  and 
short-sighted  tyranny  of  the  Stuarts.  On  the  other  hand, 
the  people,  strengthened  by  the  intellectual,  religious, 
and  economic  development  of  the  preceding  hundred 
years,  and  disciplined  in  the  hard  school  of  Tudor  rule, 
feel  ready  to  take  up  the  task  of  self-government.  The 
inevitable  political  struggle,  confused  and  intensified  by 
religious  division,  ends  in  the  Great  Rebellion  and  the 
Commonwealth.  This  is  a  period  rich  in  great  men, 
and  the  various  aspects  of  the  contest  may  be  made  clear 
through  a  study  of  typical  personalities  more  easily  than 
in  any  other  way. 

At  the  Restoration  all  that  had  been  gained  by  a 
struggle  of  half  a  century  seems  lost ;  but  underneath 
the  reaction  against  Puritan  rule  is  plain  a  determination 
to  place  definite  checks  upon  the  royal  prerogative. 
The  political  situation  is  again  confused  by  religious 


Introduction  2 1 9 

division,  this  time  between  a  Roman  Catholic  ruler  and  a 
Protestant  people.  The  beginnings  of  political  parties 
should  be  carefully  noted.  Finally  the  Revolution  of 
1688  secures  to  the  nation  all  the  liberties  for  which  it 
is  ready,  aristocratic  rule  under  parliamentary  forms, 
and  religious  toleration.  Throughout  the  whole  century, 
as  a  result  rather  of  individual  effort  than  of  royal  or 
national  policy,  a  colonial  and  commercial  empire  is 
growing  up  in  the  East  and  in  the  West,  whose  impor- 
tance is  realized  only  in  the  next  period. 

The  eighteenth-century  contest  with  France  for  em- 
pire culminates  in  the  great  war  with  Napoleon,  a  con- 
test which  Seeley  has  aptly  named  the  "  Second  Hundred 
Years'  War."  In  politics,  interest  centres  in  the  working 
out  of  the  results  of  the  Revolution  with  the  development 
of  party  and  cabinet  government,  broken  only  by  the 
disastrous  attempt  of  George  III  to  revive  the  power 
of  the  king.  The  Acts  of  Union  of  1707  and  of  1800 
bring  the  British  Isles  at  last  under  one  rule ;  but  while 
Scotland  easily  finds  her  place  in  the  United  Kingdom, 
the  relations  between  England  and  Ireland  show  no 
improvement ;  the  reasons  for  this  difference  should  be 
considered.  The  importance  of  the  industrial  changes 
in  the  latter  part  of  the  period  should  be  clearly  brought 
out,  although  their  full  effects  are  not  realized  until  the 
next  century. 

In  181 5  England  emerges  from  the  contest  with 
France  the  foremost  industrial  and  colonial  power  in 
the  world.  Industrial  progress  inevitably  brings  demo- 
cratic development,  embodied  in  the  Reform  Acts  of 
1832,  1867,  and  1884-1885.     Efforts  to  settle  the  Irish 


220  English   History 

question  are  summed  up  in  a  long  series  of  Land  Acts, 
and  Coercion  Acts,  and  Home  Rule  Bills,  culminating 
in  the  great  Land  Act  of  1903.  Throughout  the  cen- 
tury the  building  up  of  the  British  Empire  goes  quietly- 
forward,  and  the  influence  of  Greater  Britain  is  shown 
in  the  fact  that  foreign  relations  are  determined  chiefly 
by  colonial  and  commercial  interests. 


Small  School  Library  221 


SMALL  SCHOOL  LIBRARY  COSTING  ABOUT 
TWENTY-FIVE   DOLLARS 

SOURCES 

Anglo-Saxon  Chronicle.     (Bohn.)     N.Y.,  Macmillan,  $1.50. 
Colby,  C.  W.,  Selections  from  the  Sources.     N.Y.,  Longmans,  $1.50. 
Kendall,  E.  K.,  Source  Book.     N.Y.,  Macmillan,  80  cents. 

MODERN   WORKS 

Acland,  A.  H.  D.,  and  Ransome,  C.  A  Handbook  in  Outline  of 
the  Political  History  of  England  to  1901.  Chronologically 
Arranged.     8th  ed.     N.Y.,  Longmans,  60  cents. 

Bright,  J.  F.,  History  of  England.     5  vols.    N.Y.,  Longmans,  $7.25. 

Creighton,  M.,  The  Age  of  Elizabeth.  (Epochs.)  N.Y.,  Long- 
mans, $1.00. 

Cunningham,  W.,  and  McArthur,  E.  A.,  Outlines  of  English 
Industrial  History.  N.Y.,  Macmillan,  $1.50.  Or,  Cheyney, 
E.  P.,  An  Introduction  to  the  Industrial  and  Social  History  of 
England.     N.Y.,  Macmillan,  $1.40. 

Egerton,  H.  E.,  The  Origin  and  Growth  of  the  English  Colonies. 
Oxford,  Clarendon  Press,  is.  6d. 

Freeman,  E.  A.,  Old  English  History.     N.Y.,  Macmillan,  $1.50. 

,  William  the  Conqueror.     N.Y.,  Macmillan,  75  cents. 

Gardiner,  S.  R.,  Puritan  Revolution.  (Epochs.)  N.Y.,  Long- 
mans, $1.00. 

,  School  Atlas  of  English  Historf.     N.Y.,  Longmans,  $1.50. 

Green,  J.  R.,  Short  History  of  the  English  People.  N.Y., 
American  Book  Co.,  $1.20. 

Green,  Mrs.  J.  R.,  Henry  II.     N.Y.,  Macmillan,  75  cents. 

Macaulay,  T.  B.,  Essays  and  Lays.     N.Y.,  Longmans,  $1.00. 

Montague,  F.  C,  Elements  of  English  Constitutional  History. 
N.Y.,  Longmans,  $1.25. 


222  English  History 

Oman,  C.  W.  G,  Warwick.     N.Y.,  Macmillan,  75  cents. 

Smith,  Goldwin,  Three  English  Statesmen.    N.Y.,  Macmillan,  $1.50. 

Stubbs,  W.,  The  Early  Plantagenets.  (Epochs.)  N.Y.,  Long- 
mans, $1.00. 

Taswjell-Langmead,  T.  P.,  English  Constitutional  History.  Bos- 
ton, Houghton  &  Mifflin,  $6.00.  Or,  Medley,  D.  J.,  A  Students' 
Manual  of  English  Constitutional  History.  3d  ed.  N.Y., 
Macmillan,  $3.50. 

Taylor,  R.  W.  C,  The  Factory  System  and  the  Factory  Acts. 
N.Y.,  Scribner,  $1.00. 

This  selection  can  be  purchased  for  a  school  library  through  a  firm 
of  general  booksellers  for  something  less  than  list  prices,  prob- 
ably for  about  $25.00. 


Town  or  Large  School  Library      223 


A  SELECT  LIST  OF  BOOKS  REFERRED  TO 
IN  THIS  OUTLINE  AND  ADAPTED  FOR 
A   TOWN    OR   LARGE    SCHOOL    LIBRARY 

Adams,  G.  B.,  and  Stephens,  H.  M.,  Select  Documents  of  English 
Constitutional  History.     N.Y.,  Macmillan,  1901. 

Anglo-Saxon  Chronicle.     (Bohn.)     N.Y.,  Macmillan,  1847. 

Archer,  T.  S.,  and  Kingsford,  C.  L.,  The  Crusades.  N.Y.,  Put- 
nam, 1895. 

Ashley,  W.  J.,  Edward  III  and  his  Wars.  (English  History  from 
Contemporary  Writers.)     London,  Nutt,  1887. 

Asser,  Life  of  Alfred.  In  Six  Old  English  Chronicles.  (Bohn.) 
N.Y.,  Macmillan,  1847. 

Bagehot,  W.,  The  English  Constitution.     N.Y.,  Appleton,  1890. 

Barnard,  F.  P.,  Strongbow's  Conquest  of  Ireland.  (English  His- 
tory from  Contemporary  Writers.)     London,  Nutt,  1888. 

Bates,  K.  L.,  and  Coman,  K.,  English  History  told  by  English 
Poets.     N.Y.,  Macmillan,  1902. 

Bede,  Ecclesiastical  History.     (Bohn.)     N.Y.,  Macmillan,  1847. 

Benson,  A.  C,  William  Laud.     London,  Kegan  Paul,  1897. 

Bradley,  A.  G.,  Owen  Glyndwr.  (Heroes.)  N.Y.,  Putnam, 
1901. 

Bright,  J.  F.,  History  of  England.  5  vols.  N.Y.,  Longmans, 
1904. 

Brown,  P.  Hume,  History  of  Scotland.  2  vols.  N.Y.,  Macmillan, 
1902. 

Butler,  W.  F.,  Gordon.     N.Y.,  Macmillan,  1889. 

Carlyle,  R.  M.,  and  A.  J.,  Hugh  Latimer.   Boston,  Houghton,  1899. 

Cheyney,  E.  P.,  Introduction  to  the  Industrial  and  Social  History 
of  England.     N.Y.,  Macmillan,  1901.    • 

Church,  A.  J.,  Early  Britain.     N.Y.,  Putnam,  1890. 

,  Henry  V.     N.Y.,  Macmillan,  1889. 

Clarendon,  Edward,  Earl  of,  Characters  and  Episodes,  edited 
by  Boyle.     Oxford,  Clarendon  Press,  188$,- 


224  English  History 

Colby,  C.  W.,  Selections  from  the  Sources.     N.Y.,  Longmans,  1899. 

Conybeare,  E.,  Alfred  in  the  Chroniclers.     London,  Stock,  1900. 

Cotton,  J.  S.,  and  Payne,  E.  J.,  Colonies  and  Dependencies.  N.Y., 
Macmillan,  1883. 

Creighton,  M.,  Age  of  Elizabeth.   (Epochs.)   N.Y.,  Longmans,  1888. 

Cromwell,  Oliver,  Letters  and  Speeches,  edited  by  Thomas 
Carlyle.  1,3,  or  4  vols.  London,  Chapman,  1893, 1894.  2  vols. 
N.Y.,  Scribner,  1903. 

Cunningham,  W.,  and  Mc Arthur,  E.  A.,  Outlines  of  English 
Industrial  History.     N.Y.,  Macmillan,  1895. 

Denton,  W.,  England. in  the  Fifteenth  Century.  London,  Bell. 
N.Y.,  Dutton,  1889. 

Dunlop,  R.,  Daniel  O'Connell.     (Heroes.)     N.Y.,  Putnam,  1900. 

Edwards,  O.  M.,  Wales.    N.Y.,  Putnam,  1902. 

Egerton,  H.  E.,  Origin  and  Growth  of  the  English  Colonies.  Ox- 
ford, Clarendon  Press,  1903. 

Emerton,  E.,  Desiderius  Erasmus.     N.Y.,  Putnam,  1899. 

English  Chronicle.     (Bohn.)     N.Y.,  Macmillan. 

Freeman,  E.  A.,  The  English  People  in  its  Three  Homes.  Phila- 
delphia, Porter,  1882. 

,  Historical  Essays.     Third  Series.     N.Y.,  Macmillan,  1886. 

,  History  of  the  Norman  Conquest  of  England.  N.Y.,  Mac- 
millan, 1 873- 1 879  (revised  American  ed.). 

,  Old  English  History.     N.Y.,  Macmillan,  1869. 

,  Short  History  of  the  Norman  Conquest.     Oxford,  Clarendon 

Press,  1880. 

,  William  the  Conqueror.     N.Y.,  Macmillan,  1888. 

Froissart,  Sir  John,  Chronicles.  G.  C.  Macaulay's  edition  of  Ber- 
ners'  translation.     N.Y.,  Macmillan,  1895. 

,  The  Boy's  Froissart.      Ed.  with  introduction  by  S.  Lanier. 

(Illustrated.)     N.Y.,  Scribner,  1879. 

Froude,  J.  A.,  English  Seamen  in  the  16th  Century.  N.Y.,  Scrib- 
ner, 1895. 

,  History  of  England,  from  the  Fall  of  Wolsey  to  the  Defeat 

of  the  Spanish  Armada.     12  vols.     N.Y.,  Scribner,  1896. 

Gairdner,  J.  Houses  of  Lancaster  and  York.  (Epochs.)  N.Y., 
Longmans,  1886. 


Town  or  Large  School  Library      225 

Gardiner,  S.  R.,  Atlas  of  English  History.    N.Y.,  Longmans,  1902. 
,  Constitutional  Documents  of  the  Puritan  Revolution.    Oxford, 

Clarendon  Press,  1899  (2d  ed.  rev.  and  enlarged). 

,  Cromwell's  Place  in  History.     N.Y.,  Longmans,  1899. 

,  History  of  England,  1603-1642.     10  vols.     N.Y.,  Longmans, 

1884. 
,  History  of  the  Great  Civil  War,  1642-1649.    4  vols.     N.Y., 

Longmans,  1893. 
,  History  of  the  Commonwealth  and  Protectorate,  1 649-1 660. 

3  vols,  (to  1656).     Ch.  xlix,  supplementary  to  this  ed.     N.Y., 

Longmans,  1894-1901.     New  ed.,  4  vols.,  1903. 
,  Students'  History  of  England.    3  vols,  in  one.     (Illustrated.) 

N.Y.,  Longmans,  1892. 

,  Puritan  Revolution.     (Epochs.)     N.Y.,  Longmans,  1876. 

Gibbins,  H.  de  B.,  Industrial  History  of  England.     N.Y.,  Scribner, 

1897. 
Gildas.     (In  Six  Old  English  Chronicles.)     (Bohn.)     N.Y.,  Mac- 

millan,  1847. 
Green,  Mrs.  J.  R.,  Henry  the  Second.    N.Y.,  Macmillan,  1892. 
Green,  J.  R.,  Conquest  of  England.     N.Y.,  Harper,  1884. 

,  Making  of  England.     N.Y.,  Harper,  1882. 

,  Short  History  of  the  English  People.     N.Y.  (Harper),  Amer- 
ican Book  Co.,   1899.      Illustrated  edition.     4  vols.      N.Y., 

Harper,  1 893-1 895. 
Green,  Walford  D.,  William  Pitt.    (Heroes.)  N.Y.,  Putnam,  1 901. 
Hale,  E.,  Fall  of  the  Stuarts.     (Epochs.)     N.Y.,  Longmans,  1886. 
Hallam,   Henry,   Constitutional  History  of  England.     London, 

Murray,  1898. 
Hamilton,  J.  A.,  O'Connell.     London,  Allen,  1882. 
Harrison,  Frederic,  Oliver  Cromwell,    N.Y.,  Macmillan,  1888. 
Harrison,   W.,   Elizabethan    England,  from    a  "Description    of 

England"  in    Holinshed's    Chronicles.      London,    W.    Scott. 

(Camelot  Series.) 
Henderson,  E.  F.,  Select  Historical  Documents  of  the  Middle 

Ages.     N.Y.,  Macmillan,  1896. 

,  Side-Lights  on  English  History.     N.Y.,  Holt,  1900. 

Henry  of  Huntingdon.     (Bohn.)     N.Y.,  Macmillan,  1853. 


226  English  History 

Hill,  Mabel,  Liberty  Documents.     N.Y.,  Longmans,  1901. 
Hosmer,  T.  K.,  Young  Sir  Henry  Vane.     Boston,  Houghton  & 

Mifflin,  1888. 
Hughes,  T.,  Alfred  the  Great.     Boston,  Houghton  &  Mifflin,  1890. 
Hutchinson,  Lucy,  Memoirs  of  Colonel  Hutchinson.     Edited  by 

C.  H.  Firth.    London,  Nimmo,  1885.  '(Bohn.)  N.Y.,  Macmillan. 
Hutton,  W.  H.,  Misrule  of  Henry  III.     (English  History  from 

Contemporary  Writers.)     London,  Nutt,  1887. 

,  Simon  de  Montfort  and  his  Cause.     London,  Nutt,  1888. 

,  Sir  Thomas  More.     London,  Methuen,  1895. 

Jenks,  E.,  History  of  the  Australasian  Colonies  to  1893.     N.Y., 
Macmillan,  1895. 

,  Edward  Plantagenet.     N.Y.,  Putnam',  1902. 

Jessopp,  A.,  Coming  of  the  Friars.     London,  Unwin,  1888. 
Johnson,  A.  H.,  The  Normans  in  Europe.     N.Y.,  Longmans,  1880. 
Kendall,  E.  K.,  Source  Book  of  English  History.     N.Y.,  Mac- 
millan, 1900. 
Kingsford,  C.  L.,  Henry  V.     (Heroes.)     N.Y.,  Putnam,  1901. 
Lawless,  E.,  Ireland.    N.Y.,  Putnam,  1888. 
Lecky,  W.  E.  H.,  American  Revolution.     N.Y.,  Appleton,  1898. 
,  History  of  England  in  the  Eighteenth  Century.    8  vols.    N.Y., 

Appleton,  1882. 
Longman,  W.,  Life  and  Times  of  Edward  III.  2  vols.   London,  1869. 
Lowell,  F.  C,  Joan  of  Arc.     Boston,  Houghton  &  Mifflin,  1896. 
Lyall,   A.    C,   Rise   of  the   British   Dominion  in   India.     N.Y., 

Scribner,  1893. 
Macaulay,  T.  B.,  Essays  and  Lays.     6  vols.     N.Y.,  Longmans. 

,  History  of  England.     5  vols.     N.Y.,  Harper,  1879. 

McCarthy,  Justin,  England  under  the   Four  Georges.      N.Y., 

Harper,  1885. 

,  History  of  Our  Own  Times.     2  vols.     N.Y.,  Harper,  1897. 

Mackintosh,  J.,  Scotland.     N.Y.,  Putnam,  1890. 
Masson,  G.,  Mediaeval  France.     N.Y.,  Putnam,  1888. 
Maxwell,  H.  E.,  Robert  the  Bruce.    (Heroes.)    N.Y.,  Putnam,  1897. 
May,  T.  E.,  Constitutional  History  of  England.     2  vols.     N.Y., 

Armstrong,  1880. 
Medley,   D.  J.,   A    Student's   Manual   of  English   Constitutional 

History.     3d  ed.     N.Y.,  Macmillan,  1902. 


Town  or  Large  School  Library      227 

Merriman,  R.  B.,  Thomas  Cromwell.     2  vols.     Oxford,  Clarendon 

Press,  1902. 
Montague,  F.   C,  Elements   of  English  Constitutional   History. 

N.Y.,  Longmans,  1894. 
More,  Thomas,  Utopia.     N.Y.,  Cassell,  1899  (Nat.  Lib.).     Mac- 

millan,  1898  (Temple  Classics).     Burt  (Home  Lib.). 
Morley,  J.,  Walpole.     N.Y.,  Macmillan,  1889. 

,  Life  of  William  Ewart  Gladstone.    3  V.    N.Y.,  Macmillan,  1903. 

,  Oliver  Cromwell.     N.Y.,  Century  Co.,  1900. 

Morris,  E.  E.,  Age  of  Anne.     (Epochs.)     N.Y.,  Longmans,  1877. 

,  Early  Hanoverians.     (Epochs.)     N.Y.,  Longmans,  1886. 

Morris,  W.  O'Connor,  Ireland.     N.Y.,  Macmillan,  1898. 
Norgate,  K.,  England  under  the  Angevin  Kings.     2  vols.     N.Y., 

Macmillan,  1887. 

,  John  Lackland.     N.Y.,  Macmillan,  1902. 

Oman,  C.  W.  C,  Art  of  War  in  the  Middle  Ages.     Oxford,  1885. 

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Paston  Letters.     3  vols.    Ed.  by  Gairdner.    N.Y.,  Macmillan, 

1872-1875. 
Pauli,  G.  R.,  Life  of  Alfred  the  Great.     N.Y.,  Macmillan,  1853. 
Payne,  E.  J.,  European  Colonies.     N.Y.,  Macmillan,  1877. 
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9  vols.     N.Y.,  Macmillan,  1899. 
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Powell,  F.  York,  Alfred  the  Great  and  William  the  Conqueror. 

London,  Longmans,  1881. 
,  History  of  England  to  1509.     New  ed.,  in  1  vol.,  with  title 

Powell  and  Tout,  History  of  England.     N.Y.,  Longmans,  1900. 
Prothero,  G.  W.,  Statutes  and  Constitutional  Documents.    Oxford, 

Clarendon  Press,  1894. 
Rait,  R.  S.,  Mary  Queen  of  Scots.     Nutt,  London,  1898. 
Ramsay,  J.  H.,  Foundations  of  England  (55  B.C.,  11 54  a.d.).    2  vols. 

N.Y.,  Macmillan,  1898. 
Ripley,  W.  Z.,  The  Races  of  Europe.     N.Y.,  Appleton,  1899. 
Roper,  William,  Life  of  Sir  Thomas  More  (with  the  Utopia). 

London,  Scott;  also  N.Y.,  Burt,  1902. 
Rosebery,  Lord,  Pitt.     N.Y.,  Macmillan,  1891. 


228  English   History 

Russell,  Wm.,  Letters  from  the  Crimea.    London,  Routledge,  1858. 

Seeley,  J.  R.,  Expansion  of  England.  Boston,  Little,  Brown  & 
Co.,  1883. 

Smiles,  Samuel,  Life  of  George  Stephenson.  London,  Murray. 
Rev.  and  ill.  ed.,  N.Y.,  Harper,  1868. 

Smith,  Goldwin,  Three  English  Statesmen.    N.Y.,  Macmillan,  1 882. 

,  Essays  on  Questions  of  the  Day.     N.Y., -Macmillan,  1894. 

Smith,  G.  Gregory,  In  the  Days  of  James  IV.  Nutt,  London. 
N.Y.,  New  Amsterdam  Book  Co.,  1900. 

Statesman's  Year  Book.     N.Y.,  Macmillan,  annually. 

Stubbs,  W.,  Constitutional  History.  3  vols.  Oxford,  Clarendon 
Press,  1897. 

,  Early  Plantagenets.     (Epochs.)     N.Y.,  Longmans,  1876. 

Tacitus,  Agricola  and  Germany.  Translated  by  Church  and  Brod- 
ribb.     N.Y.,  Macmillan,  1868. 

Taswell-Langmead,  T.  P.,  English  Constitutional  History,  5th  ed. 
Boston,  Houghton  &  Mifflin,  1896. 

Taylor,  R.  W.  C,  The  Factory  System  and  Factory  Acts.  N.Y., 
Scribner,  1894. 

Tout,  T.  F.,  Edward  the  First.     N.Y.,  Macmillan,  1893. 

Toynbee,  Arnold,  Industrial  Revolution.    N.Y.,  Longmans,  1884. 

Traill,  H.  D.,  Lord  Cromer.    N.Y.,  Lane,  1897. 

,  Social  England.     6  vols.     New  ill.  ed.     N.Y.,  Putnam,  1901. 

,  Strafford.     N.Y.,  Macmillan,  1889. 

Translations  and  Reprints  from  the  Original  Sources  of 
European  History.  University  of  Pennsylvania,  Philadel- 
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Trevelyan,  G.  M.,  England  in  the  Age  of  Wycliffe.  N.Y.,  Long- 
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Wakeman  and  Hassall,  Constitutional  Essays.    Longmans,  1896. 

Walpole,  Spencer,  History  of  England.     6  v.     Longmans,  1890. 

,  The  History  of  Twenty-five  Years.     Vols.  I  and  II,  1 856-1 880. 

N.Y.,  Longmans,  1904. 

William  of  Malmesbury,  Chronicle.    (Bohn.)    N.Y.,  Macmillan. 

Wilson,  Charles,  Lord  Clive.     N.Y.,  Macmillan,  1890. 

Wright,  T.,  The  Celt,  the  Roman,  and  the  Saxon.  London, 
Triibner,  1875. 


General  Survey  of  the  Field         229 


n 


GENERAL  SURVEY  OF  THE   FIELD 
ENGLISH   HISTORY 


u 

11 


v  2 

8  0 

r  1. 

The  land  and  its  resources. 

2 

I. 

Early  Britain. 

2. 

Britain   before   the    Roman    con- 

5 

3- 

quest. 
Britain  and  the  Romans,  55  b.c- 

I 

■ 

410  A.D. 

2 

'  4- 

The  coming  of  the  Angles  and 

II. 

Saxons. 

2 

The  Beginnings 

5- 

The  English  Kingdoms. 

2 

6 

of  England, 

6. 

England  and  the  Danes,   eighth 

Fifth  to  the 

and  ninth  centuries. 

I 

Tenth  Century. 

7- 

Reunion  of  England  under  Wes- 

> 

sex,  tenth  century. 

I 

III. 

r   8. 

The  Danish  conquest,  984-1042. 

I 

England  under 

9- 

The    English    restoration,    1042- 

8 

Foreign  Rule, 

1066. 

I 

Eleventh  and 

10. 

England  and  the  Normans,  1066- 

Twelfth 

1154. 

3 

Centuries. 

II. 

The  early  Angevins,  11 54-1 199. 

3 

IV. 

12. 

Winning  the  Charter. 

2 

The  Struggle  for 

13- 

The  shaping  of  the  nation. 

2 

Constitutional 

14. 

The    struggle    for    good    govern- 

10 

Liberty, 

ment. 

2 

Thirteenth 

15- 

Progress  under  Edward  I. 

2 

Century. 

Li6. 

"The  British  Idea." 

2 

23° 


English   History 


§<2 


5  o 


GENERAL   SURVEY   OF   THE   FIELD 
ENGLISH   HISTORY 


C   X 


17. 

Edward  III  and  France,  1327-1377. 

2 

18. 

The  Social  Revolt  of  the  fourteenth 

V. 

century. 

~3 

The  Hundred 

19. 

The       constitutional      monarchy, 

12 

Years1  War, 

1399-1461. 

2 

1337-1453- 

20. 

The     House    of    Lancaster,     and 
France,  1414-1453. 

2 

21. 

The  Wars  of  the  Roses,  1455-1485. 

3 

'  22. 

The  new  monarchy. 

2 

VI. 

23- 

The  Renaissance  in  England. 

2 

England  under 

24. 

The    beginnings    of  the    English 

12 

the  Tudors, 

Reformation. 

3 

1485-1603. 

25- 

The  Age  of  Elizabeth,  15 58-1 603. 

3 

26. 

Tudor  England. 

2 

r27- 

The  beginning  of  strife,  1603- 162 5. 

2 

28. 

Breach  between  King  and  Parlia- 

VII. 

ment,  1 625-1 629. 

1 

II 

The  Puritan 
Revolution, 

29. 

The  personal   rule  of   Charles   I, 
1 629-1 640. 

! 

1 603-1 660. 

30- 

The  Long  Parliament. 

I 

31- 

The  Great  Rebellion,  1642- 1649. 

3 

.32. 

Puritan  rule,  1 649-1 660. 

3 

5 

VIII. 
Restoration  and 

33- 

England  under  Charles  II,  1660- 

1685. 
Overthrow  of  the  Stuarts,  1688. 

Revolution, 

34. 

3 

2 

1 660-1 688. 

General   Survey   of  the   Field  231 


n 

°8 

4->     V 

GENERAL   SURVEY   OF  THE   FIELD 

l*                                ENGLISH   HISTORY 

&& 

&Z 

'35- 

William  III  and  Louis  XIV,  1689- 
1697. 

1 

36. 

The  War  of  the  Spanish  Succes- 

y2 

IX. 
Wars  of  Empire, 
i68o-i8i5;"The^ 
Second  Hundred 
Years1  War." 

sion,  1 702-1 7 1 3. 

1 

11 

37- 

38. 
39- 

The  War  of  the  Austrian  Succes- 
sion, 1 740-1 748. 

The  Seven  Years1  War,  1 756-1 763. 

The  American  Revolution,  1775— 
1783- 

J 
2 

2 

40. 

The  War  of  the  French  Revolution, 
1 793-1 802. 

2 

.41- 

War  against  Napoleon,  1803-18 15. 

3 

X. 

Hanoverian 
England. 

"42. 

The  constitution  after  the  Revolu- 

6 

43- 
.44- 

tion  of  1688. 
Religion  and  philanthropy. 
The  Industrial  Revolution. 

3 

1 
2 

8 

XI. 

The  United 
Kingdom  in  the 
Nineteenth 

45- 
46. 

47- 

The  rise  of  democracy. 

The  life  of  the  people. 

Relations  of  England  and  Ireland, 

3 
3 

Century. 

. 

1 800- 1 900. 

-7 

6 

XII. 
The  British 
Empire. 

48. 
49. 

India  and  the  Eastern  question. 
The  colonies. 

3 
3 

232  English  History 


OUTLINE   OF   ENGLISH    HISTORY 

I.    Early  Britain. 

1.  The  Land  and  its  Resources. 

a.  Physical  features. 

b.  Natural  advantages  and  disadvantages  of  each  political 

division  of  the  British  Isles. 

c.  Condition  of  Britain  in  early  historical  times. 
References : 

Cunningham  and  McArthur,  Outlines  of  English  In- 
dustrial History,  ii,  refers  chiefly  to  England.  Coman 
and  Kendall,  History  of  England,  i.  Pearson,  Histori- 
cal Maps  of  England,  descriptive  text.  Green,  Making 
of  England,  7-12. 
Maps : 

In    text-books,    e.g.   Larned,    History   of    England. 
Coman  and  Kendall,  History  of  England.     Green,  Mak- 
ing of  England.     Gardiner,  School  Atlas  of  English  His- 
tory.    Pearson,  Historical  Maps  of  England. 
Map  Work: 

Show  on  an  outline  map  the  most  important  physical 
features. 
Additional  Topic : 

England's  natural  defences.  Maps  as  above.  Green, 
Making  of  England. 

2.  Britain  before  the  Roman  Conquest. 

a.  The  earliest  inhabitants,  race,  characteristics,  remains  at 

the  present  time. 

b.  The  Celts,  race,  customs,  institutions,  remains  (Stone- 

henge),  survivals. 
References  : 

Brief  Accounts  :  Gardiner,  Students'  History  of  Eng- 
land, 1-10.  Freeman,  Old  English  History,  i  (addressed 
to  young  students).     Church,  A.,  Early  Britain,  1-10. 

Remark  :  At  the  beginning  of  this  course  the  pupil  is  cautioned  that  he  is 
not  expected  to  read  all  the  references  given. 


Outline  of  English  History  233 

Longer  Accounts:  Ripley,  W.  Z.,  The  Races  of 
Europe,  I,  xii  (interesting  and  suggestive).  Wright,  T., 
The  Celt,  the  Roman,  and  the  Saxon,  iii  (full  of  facts). 
Map  Work: 

Indicate  on  an  outline  map  of  the  British  Isles  where 
the  Celtic  element  is  most  marked. 

3.  Britain  and  the  Romans,  55  B.C.  to  410  a.d. 

a.  The   Roman   conquest    of   Britain:    early   intercourse 

between  Britain  and  the  Continent;  Caesar's  inva- 
sions, causes,  results ;  completion  of  the  conquest, 
work  of  Agricola. 

b.  The  Roman  province  of  Britain :  extent  of  Roman  rule 

(the  Roman  walls)  ;  character  effects  upon  the  people 
and  the  country ;  remains  of  Roman  occupation  to-day. 

c.  Withdrawal  of  the  Romans  :  causes ;  condition  in  which 

Britain  was  left. 
References: 

Brief  Accounts  :  Gardiner,  Students'  History  of  Eng- 
land, 10-25.  Freeman,  Old  English  History,  ii  and  iii. 
Church,  Early  Britain,  66-78. 

Longer  Accounts :  Green,  Making  of  England,  1-25 
(very  interesting).  Wright,  T.,  The  Celt,  the  Roman, 
and  the  Saxon. 

Sources:    Caesar,  Commentaries,  Bk.  IV,  xx-xxxvi, 
Bk.  V,  viii-xxiii.    Tacitus,  Agricola,  chs.  x-xxiv. 
Maps : 

As  before.     Also  Green,  Short  History  of  the  Eng 
lish  People.     Church,  Early  Britain. 
Additional  Topic : 

Roman  roads.     Maps  in  Green,  Making  of  England. 

Coman  and   Kendall,  History  of  England.     Compare 

with  a  railway  map  of  England,  see  Bradshaw.    Wright, 

The  Celt,  the  Roman,  and  the  Saxon,  145-170,  221-227. 

XL   The  Beginnings  of  England,  fifth  to  the  tenth  century. 

4.  The  Coming  of  the  Angles  and  Saxons. 

a.  The  early  Germans  :  home,  customs,  institutions.    Green, 
Short    History,    1-5 ;    Green,  Making   of   England, 


234  English  History 

15-18;  Tacitus,  Germania,  iv-xxvi.     Found  also  in 

part  in  Colby,  Selections  from  the  Sources ;  Kendall, 

Source  Book  of  English  History. 
b.   The  English  conquest :  purpose  and  manner  of  coming 

of  the  English ;  principal  events  ;  character ;  place  in 

English  history. 
References : 

Brief  Accounts:  Bright,  History  of  England,  I,  1-3. 
Green,  Short  History,  5-14.  Freeman,  Norman  Con- 
quest, I,  6-19.     Church,  A.,  Early  Britain,  92-11 1. 

Longer  Accounts  :  Freeman,  Old  English  History,  22- 
41.  Green,  Making  of  England,  chs.  i-iv,  pp.  26-147. 
(A  long  and  picturesque  account;  very  good  on  the 
character  of  the  conquest.)  Freeman,  The  English 
People  in  its  Three  Homes. 

Sources:  Bede,  Ecclesiastical  History,  Bk.  I,  xv. 
Found  also  in  Colby  and  in  Kendall.  Not  contempo- 
rary, but  based  on  earlier  accounts.  Gildas,  History, 
299-314  (Giles,  Six  Old  English  Chronicles),  only 
British  account. 
Map  Work: 

Indicate  on  an  outline  map  the  division  of  Britain  in 
600  a.d.  between  the  Celts  and  the  English. 
Additional  Topic : 

Show  the  influence  of  Britain's  natural  defences  upon 
the  course  of  the  conquest.     Green,  Making  of  England. 
5.   The  English  Kingdoms. 

a.  Internal  organization  :  effects  of  the  conquest ;  the  cen- 

tral government ;  local  divisions  ;  the  judicial  system  ; 
the  military  system ;  social  conditions. 

b.  The  early  English  church  ;  introduction  of  Christianity ; 

conversion  of  Northumbria  ;  the  Irish  missions  ;  Mer- 
cia  and  paganism  ;  organization  of  a  national  church  ; 
influence  of  the  church  on  the  state. 

c.  The  strife  for  supremacy,  568-829 :  forces  making  for 

union ;  advantages  and  disadvantages  of  each  king- 
dom in  the  struggle  ;  character  of  union  finally  estab- 
lished under  Egbert  of  Wessex. 


Outline  of  English   History  235 

References : 

Brief  Accounts :  Bright,  History  of  England,  I,  3-5. 
Freeman,  Norman  Conquest,  I,  19-29.  Wakeman  and 
Hassall,  Constitutional  Essays,  269-279  (on  the  church). 
Church,  Early  Britain,  120-131,  167-177. 

Longer  Accounts :  Freeman,  Old-English  History 
(largely  tales  and  legends).  Green,  Short  History,  14- 
44.  Green,  Making  of  England,  v-viii.  (Chapters 
vi  and  vii  treat  of  the  church.  Pages  147-188  contain 
a  very  good  account  of  the  organization  of  the  English 
kingdom.)  Wakeman  and  Hassall,  Constitutional 
Essays,  i,  The  Early  English  Constitution. 

Sources :    Bede,    Ecclesiastical    History.      See    also 
Colby,   Nos.    5   and   6,   and   Kendall,   Nos.    3   and   4. 
English  Chronicle.     Beowulf.     (Portions  may  be  read 
with  much  interest  and  value.) 
Additional  Topics : 

A.  Conversion  of  Northumbria.  Bede,  Bk.  II,  13-16. 
Green,  Making  of  England,  254-257,  274-283,  302- 
308. 

B.  The  northern  monasteries*  Green,  Making  of 
England,  333~337,  35o-3°3- 

C.  Life  among  the  Saxons.  Church,  Early  Britain, 
167-177;  extracts  from  Beowulf. 

6.   England  and  the  Danes,  eighth  and  ninth  centuries. 

a.  The   Northmen :    home,   race,    characteristics,   institu- 

tions, causes  for  the  exodus. 

b.  Invasion  of  England :  object,  manner  of  coming,  resist- 

ance of  Wessex,  the  Danelaw,  effects. 
References : 

Brief  Accounts :  Bright,  I,  5-9.  Green,  Short  His- 
tory, 44-48.  Freeman,  Norman  Conquest,  I,  29-33. 
Church,  Early  Britain,  199-214. 

Longer  Accounts  :  Johnson,  The  Normans  in  Europe, 
1-30  (very  interesting  sketch) .  Freeman,  Old-English 
History,  107-129.  Green,  Conquest  of  England,  50-68, 
99-114.     Hughes,  T.,  Alfred  the  Great,  36-126. 


236  English   History 


Sources :   Asser,  Life  of  Alfred.     English  Chronicle. 
Colby,  No.  9 ;  Kendall,  No.  7. 
Maps : 

As  before.     Also  Green's  Conquest  of  England. 
Map  Work: 

Indicate  on  an  outline  map  of  the  world  the  wander- 
ings of  the  Northmen. 

Show  on  a  map  of  England  the  territory  held  by  the 
Danes  in  England. 
7.   Reunion  of  England  under  Wessex,  tenth  century. 

a.  Alfred  and  Wessex;   military  and  judicial  reorganiza- 

tion ;  educational  and  literary  work. 

b.  Reconquest   of  the   Danelaw:     Edward   and    Mercia; 

Brunanburh,  937 ;  relations  with  the  Scots ;   rule  of 
Edgar  and  Dunstan ;  character  of  union  of  the  Eng- 
lish. 
References  : 

Brief  Accounts:  Bright,  I,  9-15.  Green,  Short  His- 
tory, 48-61 .     Freeman,  Norman  Conquest,  I,  33-46. 

Longer  Accounts:  Church,  Early  Britain,  215-238, 
245-256.  Green,  Conquest  of  England,  iv.  Pauli, 
Life  of  Alfred  the  Great.  Hughes,  T.,  Alfred  the 
Great. 

Sources :  English  Chronicle.  Asser,  Life  of  Alfred. 
Henry  of  Huntingdon,  Chronicle,  148-177.  William  of 
Malmesbury,  Chronicle,  147-162.  Conybeare,  Alfred  in 
the  Chroniclers.  F.  York  Powell,  King  Alfred.  Colby, 
No.  8 ;  Kendall,  Nos.  6,  8,  9. 
Additional  Topics : 

A.  Alfred's  law  reforms.  Hughes,  Alfred  the  Great, 
156-184;  Kendall,  No.  6. 

B.  Battle  of  Brunanburh,  937.  English  Chronicle. 
(Compare  Saxon  poem  with  Tennyson's  Battle  of  Bru- 
nanburh.)    Green,  Conquest  of  England,  242-248. 

C.  Dunstan.  Green,  Conquest  of  England.  (See  table 
of  contents.) 


Outline  of  English  History  237 

III.    England    under    Foreign    Rule,  Eleventh   and  Twelfth 
Centuries. 
8.  The  Danish  Conquest,  984-1042. 

a.  Renewed  attacks  of  the  Northmen :  causes,  manner  of 

coming,  leaders ;  condition  of  England  ;  Ethelred  II ; 
divisions ;  Edmund  Ironside. 

b.  Rule  of  Cnut :  its  character,  its  results. 
References : 

Brief  Accounts:  Bright,  History  of  England,  I,  15-21. 
Green,  Short  History,  61-67. 

Longer  Accounts:  Green,  Conquest  of  England  (see 
table  of  contents).  Freeman,  Old  English  History,  233- 
246.  Reign  of  Cnut,  Freeman,  Norman  Conquest,  I, 
269-295 . 

Sources :  English  Chronicle.    Colby,  No.  10.    Kendall, 
Nos.  10,  11,  12. 
Additional  Topics : 

A.  Battle  of  Maldon.  Freeman,  Old  English  History, 
191-204. 

B.  Edmund  Ironside.  Freeman,  Old  English  History, 
227-233.  Green,  Conquest  of  England,  395-401.  Free- 
man, Norman  Conquest,  I,  256-268. 

9.   The  English  Restoration,  i 042-1 066. 

a.   Reign  of  Edward  the  Confessor;  character  of  Edward; 
the  House  of  Godwine  ;  internal  divisions;  connection 
of  this  period  with  the  succeeding. 
References : 

Brief  Accounts:  Bright,  History  of  England,  I,  21-24. 
Green,1  67-70.  Johnson,  The  Normans  in  Europe,  no- 
li 6,  125-127.  Freeman,  Short  History  of  the  Norman 
Conquest,  24-29,  39-54. 

Longer  Accounts :  Freeman,  Old  English  History,  252- 
297.  Freeman,  Norman  Conquest,  I  (see  table  of  con- 
tents). 

iNOTE.  —  Green,  without  further  title,  refers  regularly  to  Green,  Short  His- 
tory of  the  English  People,  one  volume,  Harper  edition,  now  pub.  by  Am.  Bk.  Co. 


238  English   History 


10.   England  and  the  Normans,  1066-1154. 

a.  The  Normans  :  race ;  character  compared  with  the  Saxon  ; 

previous  history  ;  Normandy  ;  Duke  William. 
References : 

Brief  Accounts :  Green,  71-77.  Freeman,  Short  His- 
tory of  Norman. Conquest,  9-13,  30-38. 

Longer  Accounts :  Green,  Conquest  of  England,  470- 
474,  488-490,  503-522.  Johnson,  The  Normans  in  Eu- 
rope, 86-91,  1 16-125  (Duke  William) .  Freeman's  Nor- 
man Conquest,  in  six  volumes,  is  the  standard  authority 
on  this  period. 

b.  The  Feudal  System  :  definition  ;  origin ;  elements  ;  effects. 
References : 

Johnson,  The  Normans  in  Europe,  91-108.  Wake- 
man  and  Hassall,  Constitutional  Essays  (''Feudalism"). 
Montague,  Elements  of  English  Constitutional  History, 
Ch.  iii  (feudalism  in  England).  See  also  Outline  of  Eu- 
ropean History,  pp.  150,  161 -162. 

c.  Conquest   of  England :    causes    for   Norman   invasion ; 

Harold's  difficulties  ;  Senlac ;  completion  of  conquest, 

coronation  of  William,  rising  of  the  North,  final  defeat, 

1071  ;  comparison  of  conquest  with  previous  conquests 

of  England. 
References: 

Brief  Accounts :  Bright,  History  of  England,  I,  24-27, 
40-42,  44-48.     Green,  77-83. 

Longer  Accounts :  Freeman,  William  the  Conqueror, 
63-121.  Johnson,  The  Normans  in  Europe,  125-139. 
Freeman,  Short  History  of  Norman  Conquest,  64-107. 

Sources:  William  of  Malmesbury,  English  Chronicle, 
271-278.  Henry  of  Huntingdon,  Chronicle,  208-214. 
English  Chronicle.  Colby,  No.  12.  The  Bayeux  Tap- 
estry. 

d.  The  settlement  of  England  :  methods  by  which  William 

established  his  rule,  —  confiscations,  castle-building, 
Domesday,  the  Salisbury  oath ;  condition  of  the  Eng- 
lish ;    relations  of  king  and  church,  Lanfranc ;    con- 


Outline  of  English   History  239 

nection  of  England  with  the  continent  ;   effects  of  the 

Conquest  on  race,  language,  architecture,  government. 
References  : 

Brief  Accounts :  Bright,  History  of  England,  I,  36-39, 
42-44,  48-55.  Green,  83-89.  York  Powell,  History  of 
England  to  1509,  85-90  (condition  of  the  people). 

Longer  Accounts :  Freeman,  Short  History  of  the 
Norman  Conquest,  90,  1 18-127,  134-147.  Johnson, 
Normans  in  Europe,  140-173.  Freeman,  William  the 
Conqueror,  122-146.  Montague,  Ch.  iv  (constitutional 
aspect). 

Sources  :  English  Chronicle.     William  of  Malmesbury, 
Chronicle,  278-280.     Colby,  Nos.  13,  15,  16.     Kendall, 
Nos.  14-16. 
e.    The  later  Norman  Kings  :   crown  and  church,  Anselm 

and  investitures,  monastic  revival ;  the  crown  and  the 

feudal  baronage  ;  the  anarchy,  —  causes,  condition  of 

the  people,  the  part  of  the  church,  Treaty  of  Walling- 

ford. 
References  : 

Green,  89-92,  95-98,  101-104.  Bright,  History  of 
England,  I,  60-62,  70-76,  78,  80-86.  Stubbs,  Early 
Plantagenets,  10-32.  Johnson,  Normans  in  Europe, 
182-218.  Montague,  English  Constitutional  History, 
22-39. 

Sources  :  English  Chronicle  (on  the  anarchy).  William 
of  Malmesbury,  490-535.  Henry  of  Huntingdon,  323- 
430.  Colby,  Nos.  18-21.  Hill,  Liberty  Documents,  Ch.  i 
(charter  of  Henry  I).     Kendall,  Nos.  17,  18. 

For  the  investiture  struggle  on  the  continent,  see  Out- 
line of  European  History,  pp.  1 51-153. 
Additional  Topics : 

A.  Battle  of  Senlac.  Freeman,  Old  English  History, 
325-339.  Freeman,  Norman  Conquest,  III,  295-339. 
Round,  Feudal  England.  Oman,  Art  of  War  in  the 
Middle  Ages.  William  of  Malmesbury,  English  Chron- 
icle, 274-278.    The  Bayeux  Tapestry.    Bates  and  Coman, 


240  English  "History 


English  History  told  by  English  Poets,  26-45  (imagi- 
native) . 

B.  Here  ward  the  Wake.  Freeman,  Norman  Con- 
quest, IV,  308-330.  Kingsley,  Hereward  the  Wake 
(imaginative). 

C.  Domesday  Book.  Traill,  Social  England,  I,  340- 
349.     Freeman,  Norman  Conquest,  V,  1-34. 

11.   The  Early  Angevins,  11 54-1 199. 

a.  Henry  II :  character,  possessions,  aims,  policy ;  judicial 

reforms ;  policy  toward  the  church  and  quarrel  with 
Archbishop  Thomas ;  conquest  of  Ireland ;  attitude 
toward  the  barons  and  rising  of  1173;  continental 
difficulties ;  results  of  his  reign. 

b.  Reign  of  Richard  I :  Richard's  character  and  career ;  his 

influence  in  England  ;  work  of  his  ministers. 
References : 

Brief  Account :  Green,  104-115. 

Longer  Accounts:  Stubbs,  Early  Plantagenets,  55-80 
(the  church).  Green,  Mrs.  J.  R.,  Henry  the  Second, 
Chs.  v,  vii  (the  church),  Chs.  iii,  iv,  vi  (judicial  reforms), 
Ch.  viii  (Ireland) .  Montague,  40-5 1 .  Archer  and  Kings- 
ford,  The  Crusades.  Wakeman  and  Hassall,  Consti- 
tutional Essays,  Essay  iii.  Norgate's  England  under  the 
Angevin  Kings  is  the  most  complete  work  on  this  period. 
Ramsay,  Angevin  Empire. 

Sources :  Colby,  Nos.  22,  23,  27.  Henderson,  Select 
Historical  Documents,  16-20  (judicial).  Kendall,  Nos. 
19-22. 

Imaginative   Literature  :   Tennyson,   Becket.      Scott, 
Ivanhoe,  Talisman. 
Additional  Topics : 

A.  Show  on  a  sketch  map  the  Anglo-Angevin  empire 
at  its  greatest  extent.  How  was  each  portion  acquired  by 
Henry  II,  and  under  what  title  was  it  held  ?  Consult  maps 
in  Bright,  History  ;  or  in  atlases  of  Gardiner  or  Poole. 

B.  Strongbow  in  Ireland.  Lawless,  Ireland,  Chs. 
x-xii.     Barnard,  Strongbow's  Conquest  of  Ireland. 


Outline  of  English  History  241 

IV.    The    Struggle    for    Constitutional    Liberty,    Thirteenth 
Century. 

12.  Winning  the  Charter. 

a.  The  break  between  king  and  nation :  loss  of  Normandy, 

—  causes,  results  ;  quarrel  with  the  church,  —  causes, 

the  interdict,  reconciliation  of  king  and  Pope ;  quarrel 

with  the  barons,  —  causes,  part  of  Stephen  Langton, 

granting  the  Charter. 
References : 

Brief  Accounts  :  Bright,  History  of  England,  I,  126-137. 
Green,  115,  116,  122-127. 

Longer  Accounts  :  Stubbs,  Early  Plantagenets,  129-153. 
Norgate's  John  Lackland  and  Ramsay's  Angevin  Empire 
are  the  best  single  books  on  this  period. 

Source  :  Colby,  Nos.  29,  30. 

Imaginative  Literature :    Shakespeare,  King  John. 

b.  The  Great  Charter  :  form ;  general  characteristics  ;  impor- 

tant provisions  ;  place  of  the  Charter  in  English  history. 
References : 

Brief  Accounts :  Bright,  History  of  England,  I,  137-140. 
Green,  128-132.  Freeman,  Norman  Conquest,  V,  475- 
479.     Montague,  53-57. 

Longer  Accounts:  Stubbs,  Early  Plantagenets,  129- 
153.     Norgate,  John  Lackland. 

Sources :    Hill,   Liberty  Documents,  Ch.  ii  (text  and 
comment).     Old  South  Leaflets,  No.  5. 
Additional  Topic : 

Chateau-Gaillard.  Norgate,  England  under  the  Ange- 
vin Kings,  II,  375-381,  410-423.  (See  picture  in  illus- 
trated edition  of  Green,  Short  History,  I,  216,  217.) 

13.  The  Shaping  of  the  Nation. 

a.    Public  activity ;  the  universities ;   the  towns ;   the  work 
of  the  friars. 
References  : 

Green,  92-95,  193-201  (the  towns),  132-137  (the  uni- 
versities), 147-152  (the  friars).  York  Powell,  History 
of  England  to  1509,  158-175  (condition  of  the  people). 


242  English   History 


Jessopp,  Coming  of  the  Friars,  Essays  i  and  ii.    Colby, 
Nos.  25,  28. 
Additional  Topic : 

Canterbury  Cathedral.  Traill,  Social  England,  I,  285- 
287,  462-472.  Century  Magazine,  April,  1887,  article  by 
Mrs.  Van  Rensselaer  (also  in  her  English  Cathedrals). 

14.  The  Struggle  for  Good  Government. 

a.  Misrule  of  Henry  III :  character  of  the  king ;  grievances 

of  the  people. 

b.  The  Barons'  War :  causes ;  Provisions  of  Oxford ;  divi- 

sions among  the  barons ;   results ;   rule  of  Simon  de 

Montfort;  Parliament  of  1265;  Evesham;  results  of 

the  war. 
References  : 

Brief  Accounts:  Bright,  History  of  England,  I,  158— 
170  (Barons1  War).  Green,  141-146,  152-160.  Mon- 
tague, 58-63. 

Longer  Account :  Stubbs,  Early  Plantagenets,  Chs. 
viii,  ix. 

Sources:  Colby,  No.  31.  Hutton,  The  Misrule  of 
Henry  III ;  Simon  de  Montfort  and  his  Cause  (two  vol- 
umes in  English  History  from  Contemporary  Writers). 
Kendall,  Nos.  25-27. 

15.  Progress  under  Edward  I. 

a.  Edward  I :  character ;  aims  ;  policy. 

b.  Constitutional  development :  the  Model  Parliament ;  pur- 

pose of  the  king  in  calling  it ;  composition ;  powers ; 

place  in  history ;  confirmation  of  the  charters ;  what 

was  granted  ? 
References  : 

Brief  Accounts  :  Bright,  History  of  England,  I,  171-175, 
185-188,  192-194.  Green,  169-184,  201-207.  Montague, 
61-71. 

Longer  Account:  Tout,  Edward  the  First,  Chs.  viii,  xi. 

Sources :  Colby,  No.  34.  Hill,  Liberty  Documents, 
Chs.  iii,  iv  (summons  to  Parliament  and  confirmation 
of  the  charters). 


Outline  of  English   History  243 

16.  "The  British  Idea." 

a.  Conquest  of  Wales. 

b.  Struggle  with  Scotland  :  the  overlordship  ;  the  award  of 

Norham  ;    alliance  of  Scotland  and  France ;  Dunbar 
and  fall  of  Baliol ;  rising  of  Wallace ;  union  of  Eng- 
land and   Scotland  ;    rising  of  Bruce ;    Bannockburn  ; 
recognition  of  Scotch  independence,  1328. 
References : 

Brief  Accounts:  Bright,  History  of  England,  I,  175— 
177,  180-192.     Green,  167-169,  184-193,  211,  212. 

Longer  Accounts :  Edwards,  Wales,  Chs.  ix-xi.  Tout, 
Edward  the  First,  Chs.  x,  xi,  xii.  Hume  Brown,  History 
of  Scotland,  I,   133-169,  or  Mackintosh,  Scotland,  44- 

73- 
Source:  Colby,  No.  35. 
Additional  Topic: 

The   Battle   of  Bannockburn.      Maxwell,  Robert  the 
Bruce,  I,  Ch.  ix.    Bates  and  Coman,  98-106  (imaginative). 
V.    The  Hundred  Years'  War,  1337-1453. 

(Compare  Outline  of  European  History,  p.  165.) 

17.  Edward  III  and  France,  1327-1377. 

a.  Accession  of  Edward  III :  character;  causes  for  trouble 

between  England  and  France  ;  preparation  for  war. 

b.  Course  of  the  war  to  1377:   important  events  —  Sluys, 

Crdcy,    Neville's    Cross,    Calais,    Poitiers,    Treaty   of 
Brdtigny ;  causes  for  English  success ;  renewal  of  the 
war,  the  Black  Prince  and  Aquitaine ;  state  of  affairs 
at  close  of  the  reign. 
References : 

Brief  Accounts:  Bright,  History  of  England,  I,  197- 
220,  224-237.     Green,  223-231,  233. 

Longer  Accounts:  Freeman,  Historical  Essays,  The 
Reign  of  Edward  III  (a  brief  suggestive  view  of  the 
period).  Traill,  Social  England,  II,  234-248  (mode 
of  warfare).  Warburton,  Edward  the  Third  (consult 
index).  Masson,  Mediaeval  France,  17 1-2 18  (French 
point  of  view). 


244  English  History- 


sources  :  Froissart,  Chronicles  (Lanier's  Boy's  Froissart 
or  Macaulay's  edition  of  Berners'  translation  of  Froissart). 
Ashley,  Edward  III  and  his  Wars.    Colby,  No.  39.    Ken- 
dall, Nos.  29-31. 
Additional  Topics : 

A.  Crdcy.  Froissart,  Chs.  cxxviii-cxxx  (Berners' 
trans.).    Longman,  Life  of  Edward  the  Third,  I,  Ch.  xiv. 

B.  The  Black  Prince.  Froissart,  Chs.  clvii-clxix. 
Longmans,  I,  Chs.  xx,  xxi;  II,  Chs.  viii,  ix. 

18.  The  Social  Revolt  of  the  Fourteenth  Century. 

a.  The  Black  Death:  condition  of  the  people  before  its 

coming ;  its  effects  ;  statutes  of  laborers. 

b.  The  Lollard  Movement :  condition  of  the  church ;  work 

of  John  Wycliffe. 

c .  The  Peasants'  Rising :  causes  ;  character ;  results. 
References : 

Brief  Accounts :  Bright,  History  of  England,  I,  229, 
243-245,  262-270.  Green,  235-244  (John  Wycliffe), 
244-260.  Traill,  Social  England,  II,  184-188,  319-323 
(Black  Death),  214-234,  395-401  (Wycliffe  and  the 
Lollards).  Denton,  England  in  the  Fifteenth  Century, 
94-114. 

Longer  Accounts :  The  best  single  book  on  this  period 
is  Trevelyan's  England  in  the  Age  of  Wycliffe.  On 
Wycliffe  and  the  Lollards,  see  Chs.  iv,  v,  viii,  ix ;  on  the 
Peasants'  Rising  see  Ch.  vi.  Cheyney,  Industrial  and 
Social  History  of  England,  Ch.  v.  Jessopp,  Coming  of 
the  Friars,  Essays  iv,  v  (Black  Death). 

Sources :  Froissart.  Ashley,  Edward  III  and  his  Wars. 
Colby,  Nos.  40-42.     Kendall,  32-35. 

19.  The  Constitutional  Monarchy,  1399-1461. 

a.  Progress  under  Edward  II  and  Edward  III :  deposition 

of  Edward  II ;  division  of  Parliament  into  two  houses  \ 
Parliament  and  taxation ;  the  Good  Parliament. 

b.  The  Lancastrian  Revolution :  deposition  of  Richard  II ; 

house  of  Lancaster  and  Parliament ;  causes  of  failure 
of  Constitutional  Monarchy. 


Outline  of  English  History  245 

References  : 

Bright,  History  of  England,  I,  208-211,  221,  237-240, 
253,  275-277,  282.  Green,  210,  231-235,  261-265.  Mon- 
tague, Ch.  vii.  Wakeman  and  Hassall,  Constitutional 
Essays,  Essay  v.  Stubbs,  Constitutional  History,  II, 
Sects.  255,  268-273  5  HI,  320,  321. 
Additional  Topic : 

Glendower's  Rebellion.  Bradley,  Owen  Glyndwr. 
Shakespeare,  Henry  IV  (imaginative). 

20.  The  House  of  Lancaster,  and  France,  1414-1453. 

a.  Renewal  of  the  Hundred  Years'  War  by  Henry  V : 
causes  ;  condition  of  France  ;  Agincourt ;  conquest  of 
Normandy  ;  Treaty  of  Troyes  ;  death  of  Henry  ;  Bed- 
ford and  Burgundy,  Joan  of  Arc  and  the  Siege  of 
Orleans;  death  of  Bedford;  the  Angevin  treaty  and 
close  of  the  war ;  causes  of  England's  failure ;  effect 
of  the  war  on  England  and  on  France. 
References : 

Brief  Accounts  :  Bright,  History  of  England,  1, 278-284, 
289-319.  Green,  267-270,  274-281.  Traill,  Social  Eng- 
land, II,  401-423. 

Longer  Accounts:  Denton,  England  in  the  Fifteenth 
Century,  79-91  (effects  of  the  war).  Traill,  Social 
England,  II,  438-452  (method  of  warfare).  Gairdner, 
Houses  of  Lancaster  and  York,  92-113,  123-134,  140- 
147,  155.  Masson,  Mediaeval  France,  234-272.  Lives 
of  Henry  V  by  Church,  and  by  Kingsford.  See  Outline 
of  European  History,  p.  165. 

Imaginative  Literature :  Shakespeare,  Henry  V. 
Additional  Topic : 

Joan  of  Arc  at  the  Siege  of  Orleans.  Lowell,  Joan  of 
Arc,  Chs.  vii,  viii.  See  also  Clemens  (Mark  Twain), 
Joan  of  Arc  (imaginative). 

21.  The  Wars  of  the  Roses,  145 5-1485. 

a.  Causes  for  civil  strife:  condition  of  the  country;  the 
barons ;  character  of  Henry  VI ;  rivalry  of  Lancaster 
and  York. 


246  English   History 


b.  Course  of  the  war :  struggle  for  control  of  the  council, 
struggle  in  the  field,  division  of  the  country,  battles 
of  St.  Albans,  Wakefield,  Towton ;  triumph  and  rule 
of  Edward  IV ;  quarrel  between  Edward  and  War- 
wick, Tewksbury,  Barnet ;  death  of  Edward  IV  and 
usurpation  of  Richard  III ;  Bosworth  Field  and  acces- 
sion of  the  Tudors ;  results  of  the  wars. 
References: 

Brief  Accounts:  Bright,  History  of  England,  1,316- 
352.  Green,  281-288,  299-301.  Traill,  Social  England, 
II,  430-438. 

Longer  Accounts :  Traill,  Social  England,  II,  452-460 
(method  of  fighting) .  Oman,  Warwick,  Ch.  i  (condition 
of  the  country).  Gairdner,  Houses  of  Lancaster  and 
York,  155-227.  Stubbs,  Constitutional  History,  III, 
Sects.  344-363.  Oman's  Warwick  gives  a  very  interest- 
ing view  of  the  struggle  up  to  the  death  of  Warwick. 

Sources:    Colby,  Nos.  46,  48.     Kendall,  Nos.  37-43. 
Thompson,  The  Wars   of  York  and  Lancaster.      The 
Paston  Letters. 
Additional  Topics  : 

A.  Towton  Field.  Thompson,  83-89.  Oman,  War- 
wick. 

B.  "The  Last  of  the  Barons."  Oman,  Warwick. 
Bulwer,  The  Last  of  the  Barons  (imaginative). 

Map  Work: 

Show  on  a  sketch  map  the  division  of  the  country  be- 
tween the  Roses. 
VI.     England  under  the  Tudors,  1485-1603. 
22.   The  New  Monarchy. 

a.  The  House  of  Tudor :  characteristics ;  policy. 

b.  The  establishment  of  despotism  :  measures  of  Henry  VII ; 

condition  of  the  country,  church,  nobles,  middle  classes ; 
Henry  VIII  and  his  ministers ;  the  court  of  the  Star 
Chamber;  position  of  Parliament;  rule  of  the  great 
Queen ;  reasons  for  the  nation's  acceptance  of  Tudor 
despotism. 


Outline  of  English   History  247 

References : 

Green,  301-303,  322-326,  33i"333,  349"35i>  401-405. 
Bright,  History  of  England,  II,  354-358,  420.  Traill, 
Social  England,  II,  615-619,  III,  1-22.  Montague, 
92-107,  in,  112.  Hallam's  Constitutional  History  of 
England  is  a  classic  for  this  period.  (See  Vol.  I,  Chs. 
i,  v.)  Merriman,  Thomas  Cromwell,  is  very  valuable  for 
an  important  period.  Prothero,  Statutes  and  Constitu- 
tional Documents  (for  Elizabeth's  reign).  The  intro- 
duction to  Prothero,  pp.  xvii-xxi,  gives  an  interesting 
summary. 

Sources :    Colby,   Nos.   53,  56,   61  B.     Kendall,  Nos. 

44,  54- 

23.  The  Renaissance  in  England. 

a.  Europe  at  the  close  of  the  middle  ages. 

b.  The  Renaissance  :  causes  ;  character ;  results. 

c.  The  New  Learning  in   England :    beginning ;    peculiar 

character  of  the  English  movement ;  leaders  ;  results  ; 

connection  with  the  Reformation. 
References: 

Green,  294-299,  303-320.  Seebohm,  Era  of  the  Prot- 
estant Revolution,  74-85.  Hutton,  Sir  Thomas  More. 
Emerton,  Desiderius  Erasmus.  Roper,  Life  of  Sir 
Thomas  More.    Colby,  No.  52.     Kendall,  Nos.  45,  65. 

See  Outline  of  European  History,  pp.  166-169. 
Additional  Topic  : 

More's  Utopia.     Green,  316-320.     The  Utopia. 

24.  The  Beginnings  of  the  English  Reformation. 

a.  The  movement  on  the  Continent. 

See  Outline  of  Ewopean  History,  pp.  170-173. 

b.  The   Reformation   under  Henry  VIII :  causes ;    the  di- 

vorce ;  legislation  of  the  Parliament,  break  with  Rome, 
the  royal  supremacy ;  dissolution  of  the  monasteries ; 
translation  of  the  Bible ;  doctrinal  changes,  the  Ten 
Articles;  attitude  of  the  nation,  the  Pilgrimage  of 
Grace;  fall  of  Thomas  Cromwell;  the  Six  Articles; 
condition  at  the  close  of  the  reign. 


248  English  History 


References: 

Green,  320-323,  327-331,  333~348,  351-357-     Bright, 

n,  383*  389-398, 404-414. 

Source :  Univ.  Penn.  Translations  and  Reprints,  Vol. 
I,  No.  i. 

c.  The  Protestant  Revolution :  Edward  VI  and  his  advis- 

ers ;  policy  of  the  government ;  measures ;  attitude  of 
the  nation. 

d.  The  Catholic  Reaction :  Mary's  aims,  attitude  of  Parlia- 

ment and  of  the  nation,  the  Spanish  marriage,  reunion 
with  Rome ;  the  Marian  persecution  ;  results  of  Mary's 
policy. 
References  : 

Creighton,  Age  of  Elizabeth,  14-18,  24-26,  28-31,  36- 
39.     Green,  357-369-     Bright,  II,  424,  427-430,  437, 442, 
447,  453-457-     Montague,  107-109. 
Additional  Topics : 

A.  Death  of  Sir  Thomas  More.  Froude,  History  of 
England,  II,  225-232,  367-387.  Roper,  Life  of  Sir 
Thomas  More.    Or  see  Kendall,  No.  47. 

B.  Latimer  the  Preacher.  Froude,  History  of  Eng- 
land (consult  index).     Carlyle,  Hugh  Latimer. 

C.  Lady  Jane  Grey.      Froude,  History  of  England, 
*               Vols.  V,  VI  (consult  index). 

25.   The  Age  of  Elizabeth,  1 558-1603. 

a.  Europe  in  1558 :  Scotland — religious  situation,  connection 

with  France ;  France  —  the  Valois  and  Guise  rivalry, 
the  Huguenots,  relations  with  Spain ;  Spain  and  Philip 
II  —  the  Netherlands;  England  —  position  of  Eliza- 
beth, internal  divisions,  policy  of  Elizabeth  and  Cecil. 

References  : 

Creighton,  Age  of  Elizabeth,  43-45,  51-62,  80-87. 
Bright,  II,  488-495. 

Map  Work: 

A  sketch  map  showing  Europe  in  1558. 

b.  The  Elizabethan  settlement ;  Elizabeth's  policy ;  reasons  ; 

measures  :  effect  at  home  and  abroad. 


Outline  of  English  History  249 

References  : 

Creighton,    46-50,    125-130.      Green,    376-379,    384, 
405-407. 
c.   England  and  Scotland  :  relations  under  the  early  Tudors  ; 
plans  and  policy  of  Mary  Stuart ;  danger  to  England ; 
Mary's  overthrow ;  results. 
References  : 

Creighton,  62-79,  100-104.  Green,  382-392.  Bright, 
II,  495-499?  5°3-512-  Kendall,  Nos.  53,  55,  56.  Colby, 
Nos.  62,  63. 

d.  The  struggle  with  Spain :   aims  of  Philip  II ;    England 

and  the  Netherlands;  Spain  and  the  English  Cath- 
olics; commercial  rivalry;  the  League  and  the  crisis 
of  1588  ;  England  and  Spain  at  the  end  of  the  century. 

References : 

Creighton,  87-97,  111-122,  153-180.  Green,  411-420, 
442-444. 

Map  Work: 

The  Spanish  empire  in  1580. 

e.  Conquest  of   Ireland:    condition   of  Ireland  from  the 

thirteenth  to  the  sixteenth  century ;  policy  of  the  early 
Tudors  ;  Ireland  and  the  Reformation  ;  attacks  upon  the 
land ;  risings  of  the  septs  ;  conquest  and  settlement. 
References  : 

Green,  446-458.     Lecky,  History  of  England  in  the 
Eighteenth  Century,  II,  92-122.     Lawless,  Ireland,  Chs. 
xxii,  xxiii,  xxxi. 
Additional  Topics: 

A.  Rise  of  Puritanism.  Green,  460-469.  Gardiner, 
CromwelPs  Place  in  History,  Ch.  i.  Hutchinson,  Me- 
moirs of  Colonel  Hutchinson. 

B.  Execution  of  Mary  Stuart.  Froude,  History  of 
England,  XII,  343-363.     Kendall,  No.  58. 

C.  The  Armada.  Froude,  History  of  England,  XII, 
478-513,  or  Froude,  English  Seamen,  259-299.  Hen- 
derson, Side  Lights  on  English  Hfetory,  18-25.  Kendall, 
No.  59. 


250  English   History 

26.  Tudor  England. 

a.  The   land  and  agriculture:    wool-growing;    enclosures; 

effect  upon  the  peasantry  ;  attitude  of  the  government ; 
causes  of  improved  conditions  at  the  end  of  the  period. 

b.  Industrial  progress :    growth  of  manufactures ;    religious 

refugees;    commerce    and    colonization;    connection 
with  Spain. 

c.  Social  conditions :  increase  in  pauperism ;  causes ;   care 

of  the  poor;  poor  law  of  1601  ;  the  new  middle  class ; 

the  great  merchants  ;  changes  in  manner  of  living. 
References : 

Froude,  History,  I,  Ch.  i  (for  the  early  part  of  the  cen- 
tury). Bright,  11,462-487  (for  the  middle  of  the  century). 
Green,  392-398,  and  Creighton,  Elizabeth,  192-201  (both 
for  reign  of  Elizabeth).  Gibbins,  Industrial  History, 
82-90  (economic  changes),  90-99  (commerce),  99-108 
(conditions  under  Elizabeth).  Cunningham  and  Mac- 
Arthur,  Industrial  History.  Cheyney,  Industrial  and 
Social  History,  Ch.  vi.  Harper's,  Vol.  LXXXIII,  pp. 
602  ff.,  780  ff.,  941  ff. 

Sources:  Colby,  Nos.  50,  55.  Harrison,  Elizabethan 
England.  Hart,  American  History  told  by  Contempora- 
ries, I,  Nos.  44,  46.     Kendall,  Nos.  62-64. 

d.  The  revival  of  literature  :  characteristics  ;  great  names ; 

important  works. 
References : 

Creighton,  201-218.    Green,  398-401,  420-442.    Colby, 
Nos.  64,  65. 
Additional  Topics : 

A.  Elizabethan  homes.  Harrison,  Elizabethan  Eng- 
land. 

B.  Drake's  voyage  round  the  world.  Froude,  History 
of  England,  XI,  Ch.  xxix;  or  Froude,  English  Seamen, 
.Ch.  iv.     Hart,  Contemporaries,  I,  Nos.  30,  31. 

VII.    The  Puritan  Revolution,  1603-1660. 

27.  The  Beginning  of  Strife,  1 603-1 625. 

a.   Elements  in  the  struggle:  character  of  the  first  Stuart; 


Outline  of  English  History  251 

religious  divisions  and  the  Hampton  Court  Conference  ; 
the  Divine  Right  of  Kings ;  foreign  policy. 
b.  Contest  between  king  and  Parliament :  the  issues  in  the 
first  Parliament ;  religious  question  ;  the  royal  prerog- 
atives ;  the  Addled  Parliament ;  the  rule  of  the  favorites  ; 
outbreak  of  the  Thirty  Years'  War  ;  Parliament  of  162 1 
and  revival  of  impeachments  ;  the  Protestation. 
References : 

Gardiner,  The  Puritan  Revolution,  1-48,  especially  13- 
20,  29-35,  39-48.  This  is  the  best  short  book  on  the 
subject.  Green,  474-495-  Bright,  II,  581-585,  587-589, 
592-605.  Montague,  113-118.  Gardiner,  History  of 
England,  1603- 1642,  10  vols.,  Civil  War,  4  vols.,  Com- 
monwealth and  Protectorate,  4  vols.,  is  the  authority  on 
the  Stuart  period.     Hallam,  Constitutional  History. 

Sources :  Prothero,  Constitutional  Documents,  contains 
much  valuable  material  on  the  constitutional  aspect.  For 
the  king's  view  of  his  position,  read  293-295,  399-401 ; 
for  Parliament's  side,  286-293  (or  more  briefly,  Kendall, 
No.  70),  and  the  Commons'  Protest  of  1621,  313,  314. 
For  a  contemporary  account  of  the  Hampton  Court 
Conference,  see  Colby,  No.  69,  or  Hart,  Source  Book  of 
American  History,  No.  14. 
Additional  Topics  : 

A.  The  Gunpowder  Plot.  Gardiner,  History  of  Eng- 
land, 1603-1642,  I,  234-286.     Henderson,  Side  Lights, 

43-47- 

B.  Plantation  of  Ulster.  Gardiner,  History  of  Eng- 
land, 1603-1642,  I,  Ch.  x. 

C.  The  Spanish  Journey.  Henderson,  Side  Lights, 
55-60.  Gardiner,  History  of  England,  1 603-1 642,  V 
(see  table  of  contents). 

28.   Breach  between  King  and  Parliament,  1 625-1 629. 

a.  Ascendency  of  Buckingham:    character  of  Charles  I; 

Buckingham's  foreign  policy ;  Sir  John  Eliot  and  the 
attacks  upon  the  favorite. 

b.  Parliament  of  1628-1629:  Sir  Thomas  Wentworth  and 


252  English   History 

the  Petition  of  Right;   assassination  of  Buckingham 

and  Wentworth's   apostasy ;    the   religious   situation ; 

Eliot's  resolutions  and  the  dissolution  of  1629. 
References  : 

Gardiner,  Puritan  Revolution,  48-69.  Green,  496-505 . 
Bright,  II,  608-627.     Montague,  1 18-120. 

Sources :  Petition  of  Right,  text  in  Gardiner,  Consti- 
tutional Documents,  or  in  Old  South  Leaflets,  No.  23, 
or  Hill,  Liberty  Documents,  VI.  Clarendon,  Characters 
and  Episodes  (edited  by  Boyle),  4-19  (Duke  of  Bucking- 
ham). Kendall,  No.  72  (dissolution  in  1629). 
Additional  Topic : 

Sir  John  Eliot,  the  parliamentary  leader.  Gardiner, 
History  of  England,  1 603-1 642  (see  index). 

29.  The  Personal  Rule  of  Charles  I,  1629- 1640. 

a.  Laud  and  the  Puritans  :  character  and  aims  of  Laud  ;  meas- 

ures to  enforce  conformity ;  effect  upon  the  country. 

b.  The  revenue :  tonnage  and  poundage  ;  monopolies  ;  the 

forests ;  ship-money ;  Hampden's  resistance ;  the  de- 
cision of  the  judges. 

c.  The  outbreak  in  Scotland :  religious  conditions  ;  the  new 

Service  Book ;  the  Covenant ;  rebellion ;  position  of  the 

king. 
References : 

Gardiner,  71-82,  85-96.  Green,  509-520,  528-533. 
Bright,  II,  627-631,  637-640.  Montague,  120-124. 
Mackintosh,  Scotland,  1 81-199  (outbreak  in  Scotland). 
Gardiner,  Documents,  37-54  (ship-money).  Old  South 
Leaflets,   No.   60   (Scottish   covenant).     Kendall,  Nos. 

73-75- 

30.  The  Long  Parliament. 

a.  Meeting  of  the  Short  Parliament :  reasons  for  summon- 

ing ;  attitude ;  dissolution. 

b.  First  session  of  the  Long  Parliament,  Nov.,  1640-Sept, 

1 641 :  leadership  of  Pym;  impeachment  and  execution 
of  Strafford  ;  restrictions  on  the  royal  prerogative ;  the 
religious  question. 


Outline  of  English  History  253 

c.   Development  of  parties ;  Charles  in  Scotland ;  the  army 

plot;    division   on   church  questions,  the  moderates; 

the  Irish  rebellion,  effects ;  the  Grand  Remonstrance ; 

attack  on  the  five  members. 
References : 

Gardiner,  Puritan  Revolution,  108-124.  Green,  533— 
546.  Bright,  II,  642-658.  Montague,  124-129.  Gold- 
win  Smith,  Three  English  Statesmen,  essay  on  Pym. 
Traill,  Strafford.  Dictionary  of  National  Biography, 
articles  on  Hampden,  Pym,  Wentworth  (Strafford). 
Lawless,  Ireland,  240-250. 

Sources :  For  the  Grand  Remonstrance,  see  Gardiner, 
Constitutional  Documents,  No.  34,  or  Old  South  Leaflets, 
No..  24.     Clarendon,  Characters   and   Episodes   (edited 
by  Boyle),  82-85  (Grand  Remonstrance). 
Additional  Topics  : 

A.  Impeachment  of  Strafford.  Traill,  Strafford,  Chs. 
xiv,  xv,  or  Gardiner,  IX,  302-372.  Clarendon,  54,  63- 
78.  Colby,  No.  71.  Kendall,  Nos.  76,  yy.  Browning, 
Strafford  (imaginative). 

B.  Attack  on  the  five  members.  Kendall,  No.  78- 
Clarendon,  88-94.     Gardiner,  X,  1 28-151. 

31.   The  Great  Rebellion,  1642- 1649. 

a.  Cavaliers    and    Roundheads :    leaders ;    support   in    the 

country ;  sources  of  strength  and  of  weakness. 

b.  First  period  of  the  War :  raising  the  standard  at  Notting- 

ham;  Edgehill;  Charles  at  Oxford;  lack  of  decisive 
results ;  the  Scottish  alliance,  the  Solemn  League  and 
Covenant. 

c.  Independency  and  the  end  of  the  first  Civil  War :  divi- 

sions   among   the    Parliamentarians;    Cromwell    and 
Marston    Moor ;    the   Self-Denying   Ordinance ;    the 
New  Model ;  Naseby. 
References  : 

Gardiner,  125-143.    Green,  547-559.    Montague,  129- 
131.    Harrison,  Oliver  Cromwell,  Chs.  iv,  v. 
Sources:  Clarendon,  60,  151-155  (Hampden),  155-168 


254  English   History 

(Falkland),   174-177  (Pym),  216-218,  275-284  (Crom- 
well).    Colby,  Nos.  72,  73.     Kendall,  Nos.  79,  80. 
Map  Work: 

Show  on  a  sketch  map  the  division  of  the  country 
between  king  and  Parliament. 
d.    Strife   for  supremacy,    1 646-1 649:   Parliament  and  the 
Presbyterians ;  the  army  and  the  Independents ;  the 
king ;  aims  and  proposals  of  each ;  alliance  of  Charles 
and  the  Scots,  the  second  Civil  War ;  triumph  of  the 
Independents ;  Pride's  Purge ;  trial  of  the  king ;  exe- 
cution, Jan.  30,  1649. 
References : 

Gardiner,  Puritan  Revolution,  144-153.     Green,  559— 

572.    Harrison,  Oliver  Cromwell,  Chs.  vi,  vii.    Clarendon, 

223-229   (death   and    character   of  Charles).      Carlyle, 

Cromwell's  Letters  and  Speeches.     Gardiner,  Civil  War. 

Additional  Topics : 

A.  Naseby.  Gardiner,  History  of  the  Great  Civil 
War,  II,  234-253.     Clarendon,  198-200. 

B.  Agreement  of  the  People  compared  with  the  United 
States  Constitution.  For  text  see  Gardiner,  Documents, 
359-371,  or  Hill,  Liberty  Documents,  Ch.  vii. 

C.  Trial  of  the  King.  Gardiner,  Civil  War,  IV,  288- 
313.  Gardiner,  Documents,  No.  72,  or  Kendall,  No.  82, 
for  the  warrant.     Clarendon,  219-223. 

32.  Puritan  Rule,  1649- 1660. 

a.  Restoration  of  peace  in  the  British  Isles :  conditions  in 

Ireland,  work  of  Cromwell,  the  Cromwellian  settlement ; 
Scotland  and  Charles  II,  Dunbar  and  Worcester. 

b.  Political   conditions :    overthrow  of  monarchy  and   the 

House  of  Lords ;  the  Commonwealth  under  the  Rump ; 
overthrow  of  the  government  by  Cromwell  and  the 
army;  constitutional  experiments ;  causes  of  failure. 

c.  Foreign    policy    of    the    Commonwealth :    attitude    of 

Europe ;  the  navigation  act  and  the  Dutch  War ;  war 
with  Spain, — Jamaica,  Dunkirk;  position  of  England 
in  Europe. 


,  Outline  of  English   History  255 

d.   Fall  of  the  Commonwealth ;  death  of  Cromwell ;  confu- 
sion, recall  of  the  Stuarts ;   causes  of  the  failure  of 
the  Puritan  Commonwealth. 
References  : 

Gardiner,  154-189.  Green,  572-600.  Montague,  131— 
134.  Harrison,  Oliver  Cromwell,  Chs.  viii-xiv.  Lawless, 
Story  of  Ireland,  260-276  (conquest  of  Ireland).  Gardi- 
ner's History  of  the  Commonwealth  and  Protectorate 
(unfinished)  is  the  great  authority  on  this  period. 

Sources:  Cromwell,  Letters  and  Speeches.     For  the 
Instrument  of  Government,  see  Gardiner,  Constitutional 
Documents,  No.  87,  or  Hill,  Liberty  Documents,  Ch.  vii, 
or  Old  South  Leaflets,  No.  27.     Kendall,  Nos.  84-89. 
Additional  Topics : 

A.  Fall  of  the  Rump.  Harrison,  Oliver  Cromwell, 
168-187,  or  Gardiner,  History  of  the  Commonwealth,  II, 
Ch.  xxv.  Hosmer,  Young  Sir  Henry  Vane,  Ch.  xvii. 
Colby,  No.  75. 

B.  Flight  of  Charles  Stuart  from  Worcester.  Gardiner, 
History  of  the  Commonwealth,  I,  Ch.  xvii. 

C.  Cromwell's  work.  Gardiner,  Cromwell's  Place  in 
History.  Goldwin  Smith,  Three  English  Statesmen. 
Harrison,  Oliver  Cromwell.     Morley,  Oliver  Cromwell. 

VIII.    Restoration  and  Revolution,  1660-1688. 
33.   England  under  Charles  II,  1660-1685. 

a.  Political  conditions :  character  and  policy  of  the  king ; 

the  nation  and  the  doctrine  of  non-resistance ;  Parlia- 
ment and  taxation  and  the  royal  dispensing  power. 

b.  Religious  settlement :  act  of  uniformity ;  penal  legislation 

against  dissent;  condition  of  the  Catholics  and  aims 
of  the  king. 

c.  Charles  and  Louis  XIV  :  aims  of  the  French  king ;  war 

between  England  and  Holland ;  the  Treaty  of  Dover ; 
the   Declaration  of  Indulgence;  the  Test   Act;   the 
Popish  Plot ;  the  Exclusion  Bill  and  political  parties. 
References  : 

Green,  616-619  (political  conditions),  619-625   (reli- 


256  English  History 


gious  settlement),  633-662,  passim  (the  French  alliance 
and  the  Catholic  question).    Montague,  135-144. 

Sources:    Colby,  Nos.   77-80.      Hill,    Liberty   Docu- 
ments, Ch.  viii  (Habeas  Corpus  Act,  1679).     Kendall, 
Nos.  90-97. 
Additional  Topics : 

A.  The  Plague  of  1665.  Henderson,  124-131.  De 
Foe,  Journal  of  the  Plague  (imaginative) . 

B.  The  Great  Fire,  1666.  Henderson,  1 31-142.  Colby, 
No.  78. 

C.  England  after  the  Restoration.  Macaulay,  I,  Ch.  iii. 
34.   Overthrow  of  the  Stuarts,  1688. 

a.  Elements  in  the  revolution :  character  and  aims  of  James 

II ;  doctrine  of  non-resistance  versus  fear  of  a  Catholic 
despotism. 

b.  Measures  of  James  II,  1685-1688:  assertion  of  the  dis- 

pensing power,  Catholics  in  office;  a  standing  army ; 
Declaration  of  Indulgence;  petition  of  the  seven 
bishops,  trial. 

c.  The  Revolution  of  1688:  William  of  Orange  and  the 

Whigs  ;  birth  of  Prince  James  ;  coming  of  William  and 
flight  of  King  James ;  Parliament  and  the  succession  ; 
results  of  the    Revolution  —  Bill  of   Rights,   Act  of 
Toleration,  1689,  Act  of  Settlement,  1701. 
References : 

Green,  666-683.  Hale,  Fall  of  the  Stuarts,  76-79,  98- 
110,  1 19-144.  Traill,  William  the  Third,  Chs.  iii-v  (the 
Revolution).     Montague,  144-156. 

Sources:  For  Bill  of  Rights  see  Hill,  Liberty  Docu- 
ments, Ch.  ix,  or  Old  South  Leaflets,  No.  19  (contains 
also  the  Act  of  Settlement).     Colby,  Nos.  82,  83.     Hen- 
derson, 181-192.     Kendall,  Nos.  100,  101. 
Additional  Topics : 

A.  Jeffreys  on  the  Western  Circuit.  Macaulay,  History 
of  England,  I,  579-593.     Colby,  No.  81. 

B.  Trial  of  the  Seven  Bishops.  Macaulay,  II,  320- 
362.    Kendall,  Nos.  98,  99. 


Outline  of  English  History  257 

IX.   Wars  of  Empire,   1689-1815  ;   "  The  Second  Hundred 
Years'  War."  . 

See  also  Outline  of  European  History  (pp.  180—197) 
and  Outline  of  American  History,  sections  13,  15,  16, 

23- 

35.  William  III  and  Louis  XIV,  1 689-1 697. 

a.  War  in  Europe:   James  II  in  Ireland  —  Parliament  of 

Dublin,  Londonderry,  Battle  of  the  Boyne,  Treaty  of 
Limerick ;  the  continental  league  against  Louis  (League 
of  Augsburg)  —  La  Hogue,  Namur,  Peace  of  Ryswick. 

b.  King   William's   War:    English  and  French  in  North 

America ;  contest  for  Acadia  and  Hudson's  Bay. 
References : 

Green,  684,  694-696,  700.  Bright,  III,  8n,  836-838, 
846-848,  856-859  (European  aspect  of  the  war).  Ma- 
caulay,  IV,  3 13-336  (battle  of  La  Hogue) .  Macaulay,  IV, 
359-363,  V,  53-66  (Namur).  Seeley,  Expansion  of  Eng- 
land, Part  I,  Chs.  ii,  v-viii,  will  be  found  very  suggestive, 
read  in  connection  with  this  subject. 
Additional  Topics  : 

A.  Siege    of  Londonderry.    Macaulay,    III,  Ch.  xii, 
especially  183-225. 

B.  Massacre  of  Glencoe.      Macaulay,   IV,   285-312. 
Colby,  No.  84.     Kendall,  No.  101. 

36.  The  War  of  the  Spanish  Succession,  1702-1713. 

a.  The  war  in  Europe :   the   Spanish   Succession ;    Marl- 

borough and  Queen  Anne;  the  Grand  Alliance,  the 
campaigns  of  1704,  1706,  and  1708;  English  parties 
and  the  war ;  the  Treaty  of  Utrecht. 

b.  Queen  Anne's  War :  conquest  of  Acadia  and  of  Hudson's 

Bay  territory. 
References  : 

Green,  702-720.   Bright,  III,  873-921,  passim.   Morris, 
Age  of  Anne,  discusses  the  war  at  length  and  clearly. 
See  also  Outline  of  European  History,  pp.  1 80-1 81. 
Additional  Topics  : 

A.    Blenheim.     Morris,  Age  of  Anne,  Ch.  vii.     Colby, 


258  English   History 


No.   86.      South  ey,  The  Battle  of  Blenheim   (imagina- 
tive). 

B.  Union  of  Scotland  and  England.  Morris,  Age 
of  Anne,  138-145.  Lecky,  II,  52-66.  Montague,  158- 
161.     Adams  and  Stephens,  No.  244.     Colby,  No:  87. 

C.  Society  and  Literature  in  the  Age  of  Anne.  Morris, 
Age  of  Anne,  Chs.  xxi,  xxii.  Addison,  Sir  Roger  de 
Coverley  ;  Thackeray,  Henry  Esmond  (imaginative) . 

37.  The  War  of  the  Austrian  Succession,  1 740-1 748. 

a.  War  in  Europe :  the  Austrian  Succession ;  Austria  and 

England  against  Prussia  and  France  ;  Dettingen  ;  Fon- 
tenoy  ;  the  Peace  of  Aix-la-Chapelle,  1748  ;  connection 
between  topics  a  and  b  and  c  (War  in  Europe,  the 
West,  and  India). 

b.  War  in  the  West :  trade  with  Spanish  colonies  and  the 

War  of  Jenkins'  Ear,  1739  5  King  George's  War,  1744- 
1748;  French  occupation  of  the  Mississippi  Valley; 
border  wars;  capture  of  Louisbourg,  1745. 

c.  War  in  India :    the  English  and  French  trading  com- 

panies ;    break  up  of  the  Mogul  empire ;    policy  of 

Dupleix. 
References : 

Green,  732-734,  741-746.  Bright,  III,  980-984,  988- 
1012,  passim;  1113-1116.  Morris,  Early  Hanoverians, 
108-110  (war  with  Spain).  Morley,  Walpole,  Ch.  x, 
discusses  Walpole's  foreign  policy.  See  also  Outline  of 
European  History,  pp.  183-184. 
Additional  Topic: 

"The  Forty-Five."  McCarthy,  England  under  the 
Four  Georges,  II,  Chs.  xxxiv-xxxvi,  or  Morris,  Early 
Hanoverians,  143-169.  Colby,  No.  82.  Bates  and  Co- 
man,  355-361  (imaginative).  Swinburne,  A  Jacobite's 
Exile,  1746  (imaginative). 

38.  The  Seven  Years'  War,  1756-1763. 

a.  Undeclared  war:  the  strife  for  the  Ohio  Valley;  Brad- 
dock's  defeat,  1755;  war  in  India;  Clive  at  Arcot, 
1751. 


Outline  of  English  History  259 

b.  Open  war:  alliance  of  England  and  Prussia  against 
France  and  Austria ;  connection  between  the  war  in 
Europe  and  the  wars  in  India  and  America ;  condition 
of  England,  1756  ;  Minorca  ;  Pitt's  war  administration  ; 
turning-points  in  the  war  —  Duquesne,  Louisbourg, 
Quebec,  Quiberon  Bay,  Wandewash ;  accession  of 
George  III  and  fall  of  Pitt;  Peace  of  Paris,  1763. 
References  : 

Green,  746-758,  762-764.  Bright,  III,  101 8-1033, 
1037-1041.  Lecky,  II,  494-505  (war  in  America  and  in 
India).  Walford  Green,  William  Pitt,  Ch.  iv.  Macaulay, 
Essays  on  Pitt  and  on  Clive.  Lecky,  II,  467-489,  504, 
505,  510-520,  a  good  discussion  of  Pitt's  war  ministry. 
See  also  Outline  of  European  History,  p.  184;  and 
Outline  of  Ainerican  History,  section  13. 
Sources  :  Colby,  Nos.  94-96,  or  Kendall,  Nos.  117,  1 18. 
Additional  Topics: 

A.  The   Battle   of  Plassey.     Wilson,   Clive,  Ch.  vi. 
Kendall,  No.  117. 

B.  Pitt,  the  war  minister.     Walford  Green,  William 
Pitt,  Ch.  iv.     Macaulay 's  Essay  on  Pitt. 

Map  Work: 

Show   on   an   outline   map  European  possessions   in 
North  America  in  1763. 
39.   The  American  Revolution,  1775-1783. 

a.  England  and  the  American  Colonies,  1765  :  political  and 

commercial  policy ;  measures  of  Grenville,  of  Town- 
shend,  of  North ;  effects  in  America ;  attitude  of  the 
king,  of  parties,  of  the  nation. 

b.  First  period  of  the  war,  1 775-1 778  :  organization  of  colo- 

nial resistance  ;  war  in  New  England ;  Declaration  of 
Independence;  war  in  the  Middle  States  —  Saratoga, 
1777. 

c.  Second  period  of  the  war,  1 778-1 783:  the  French  Alli- 

ance ;  war  in  the  Middle  States  and  South ;  siege  of 
Gibraltar;  Yorktown ;  Rodney  in  the  West  Indies; 
fall  of  the  Tories ;  treaties  of  peace. 


260  English  History 


References  : 

Green,  760-762  ;  768-770 ;  776-786.  Seeley,  Expan- 
sion-of  England,  Pt.  I,  Ch.  viii  (very  suggestive).  Sloane, 
French  War  and  the  Revolution.  Lecky,  American  Revo- 
lution (Chs.  from  his  History  of  England  in  the  18th 
Century,  edited  by  Woodburn),  is  of  great  value.  Mac- 
aulay,  Essay  on  Pitt,  Earl  of  Chatham. 

Sources  :  Colby,  No.  99.  Henderson,  266-272.  Hill, 
Liberty  Documents,  Ch.  xii  (Stamp  Act).  Kendall, 
Nos.  119-121.  See  also  Outline  of  American  History r, 
sections  15,  16. 

Additional  Topics : 

A.  Pitt  and  the  American  Colonies.  Green,  William 
Pitt,  Chs.  v,  vi,  ix,  or  Macaulay,  Essay  on  Pitt,  Earl  of 
Chatham.     Kendall,  No.  119. 

B.  A  comparison  of  political  conditions  in  England 
and  in  America  in  1765.  Green  on  England;  Lecky 
on  America  (in  his  History  of  England  in  the  Eighteenth 
Century,  or  in  his  American  Revolution,  ed.  Woodburn). 

40.   The  War  of  the  French  Revolution,  1793- 1802. 

a.  The   French   Revolution:   condition   of  France,    1789; 

meeting  of  the  States-general ;  fall  of  the  Bastile  ;  rise 
of  Jacobinism  ;  declaration  of  the  Republic ;  execution 
of  the  king. 

b.  War  against  the  French  democracy :  attitude  of  England ; 

Burke  and  the  reaction  ;  coalition  against  France ;  rise 
of  Napoleon ;  war  on  the  continent,  on  the  sea,  in 
Egypt,  in  India;  Peace  of  Amiens,  1802. 

c.  Conditions  in  Ireland :  Ireland  in  the  eighteenth  century ; 

effect  of  the  American  Revolution;  Home  Rule,  1782- 
1800;  economic  and  religious  difficulties  ;  influence  of 
the  French  Revolution ;  "  Ninety-eight ;  "  the  union  of 
England  and  Ireland,  1800. 
References  : 

Green,  797,  800-811,  818-819.  Rosebery,  Pitt,  Chs. 
vi-ix,  discusses  the  French  Revolution  and  the  war, 
showing  the  part  of  Pitt.    Gold  win  Smith,  Three  English 


Outline  of  English  History  261 

Statesmen  (essay  on  Pitt).  Macaulay,  Essay  on  Pitt. 
For  conditions  in  Ireland,  see  Green,  811-818;  Lawless, 
Ireland,  298-310  (condition  after  Revolution  of  1688), 
354-376  (the  Union)  ;  Lecky,  II,  206-221  (Irish  indus- 
tries). Montague,  186-188.  Rosebery,  Pitt,  Ch.  xi.  See 
Outline  of  European  History,  pp.  190-194. 

Sources :  Adams  and  Stephens,  Select  Documents  of 
English  Constitutional  History,  No.  258  (Act  of  Union). 
Colby,  No.  107.     Kendall,  Nos.  108,  in,  123-125. 

41.  War  against  Napoleon,  1803-18 15. 

a.  First  period  of  the  war:  the  coalition ;  Trafalgar;  Aus- 

terlitz,  1805  ;  death  of  Pitt. 

b.  Second  period  of  the  war :  commercial  warfare;  rising  of 

the  peoples ;  Peninsular  War,  Arthur  Wellesley ;  over- 
throw of  Prussia;  England  and  the  United  States; 
Napoleon  in  Russia;  Waterloo;  Peace  of  Paris,  181 5. 
References : 

Green,  819-836.    Rosebery,  Pitt,  252-260.    Bright,  III 
(see  index).     Colby,  Nos.  109-112.     Henderson,  Nos. 
291-297  (Waterloo).    Kendall,  Nos.  126,  127.    See  Out- 
line of  European  History,  pp.  195-197. 
Additional  Topic : 

Nelson  at  Trafalgar.     Clark  Russell,  Nelson,  Chs.  xix, 
xx.     Henderson,  284-290.     Bates  and  Coman,  369-375 
(imaginative) . 
X.    Hanoverian  England. 

42.  The  Constitution  after  the  Revolution  of  1688. 

a.  Political  parties  :  Whig  ascendency  —  causes,  principles, 

achievements ;  reorganization  of  the  Tories  after  1745 
—  principles,  causes  for  ascendency  ;  parties  and  the 
American  Revolution ;    effect  of  the  French  Revolu- 
tion. 
References  : 

Green,  722-723,  761,  762.  May,  Constitutional  History 
of  England,  II,  17-49. 

b.  The  crown :  the  first  two  Georges ;  policy  and  methods 

of  George  III,  results. 


262  English  History 


References  : 

Green,  as  above,  also  765,  777.  Montague,  174- 
179  (George  III).  May,  Constitutional  History,  I, 
Ch.  i. 

Sources:  Adams  and  Stephens,  No.  254.  Kendall, 
No.  107. 

c.  The  Cabinet  and  party  government :  development  and 

characteristics ;  the  prime  minister. 
References  : 

Green,  697,  723,  724,  749,  777.  Montague,  163-173. 
Morley,  Walpole,  Ch.  vii. 

d.  Parliament :  place  in  the  constitution ;  state  of  represen- 

tation ;  methods  of  controlling  Parliament. 
References  : 

Lecky,  I,  434-453.  May,  I,  Chs.  v  and  vi,  passim. 
Spencer  Walpole,  History  of  England,  I,  1 14-133  (de- 
scribes conditions  at  beginning  of  nineteenth  century). 

Source:  Kendall,  Nos.  103-105,  109. 

43.  Religion  and  Philanthropy. 

a.  The  Wesleyan  movement :    religious  conditions  at  the 

beginning  of  the  century;  work  of 'the  Wesleys  and 
Whitefield ;  effects  of  Methodism  —  religious,  social, 
political. 

b.  Social  reforms  :  John  Howard  and  the  prisons  ;  Wilber- 

force  and  the  slave  trade. 
References : 

Green,  735-741,  796,  823.  Spencer  Walpole,  History 
of  England,  I,  102-106  (slave  trade),  169-179  (John 
Howard).  Lecky,  II,  Ch.  ix,  gives  a  very  valuable 
account  of  the  Methodist  movement.  McCarthy,  Four 
Georges,  II,  Ch.  xxx  (Methodism). 

Source:  Colby,  Nos.  91,  100,  103. 

44.  The  Industrial  Revolution. 

a.  Changes  in  manufacturing:    inventions,  use  of  machin- 

ery ;  the  factory  system ;  emigration  of  industry ;  ef- 
fects on  the  working  classes. 

b.  The  agrarian  revolution:  causes;  effects. 


Outline  of  English  History  263 

References : 

Gibbins,    Industrial    History   of   England,    154-165. 
Cheyney,   Industrial   and   Social   History   of   England, 
199-223.     Spencer  Walpole,  I,  50-93.     Toynbee,  Indus- 
trial Revolution,  85-93. 
Additional  Topic: 

Stephenson  and  the  steam  engine.     Smiles,  Life  of 
George  Stephenson,  Chs.  viii,  ix,  xxii. 
XI.   The  United  Kingdom  in  the  Nineteenth  Century. 

45.  The  Rise  of  Democracy. 

a.  The  Great  Reform  Bill,  1832:  political  situation,  1815- 

1830;  Wellington  and  reform,  1830;  the  contest  of 
1832  —  elements,  Whigs,  Tories,  House  of  Commons, 
House  of  Lords,  the  king,  the  nation;  triumph  of 
reform,  effects. 

b.  Parliamentary   reform   since   1832:    Chartist   demands; 

bills  of  1867  and  of  1 884-1 885,  effects. 

c.  The  Constitution  in  1900 :  position  of  the  crown,  of  the 

Cabinet,  of  the  House  of  Lords,  of  the  House  of  Com- 
mons. 
References : 

Montague,   188-193,  203-211,   213-218.     Bright,  III, 
1422-1434.    McCarthy,  Four  Georges,  IV,  Chs.  lxxi-lxxiii 
(reform  of  1832)  ;  Our  Own  Times,  II,  Chs.  li-lii  (re- 
form in  1867).     Bagehot,  The  English  Constitution. 
Sources:  Colby,  No.  116.     Kendall,  Nos.  129,  130. 

46.  The  Life  of  the  People. 

,  a.   The  Corn  Laws :  agricultural  conditions  at  the  end  of 
the  great  war ;  Cobden  and  Bright  and  the  Anti-corn 
Law  League;  Sir  Robert  Peel  and  repeal,  1846. 
References : 

McCarthy,  Our  Own  Times,  I,  Chs.  xiv,  xv.     Walpole, 

History  of  England,    IV,    Chs.    xviii,    xix.      Kendall, 

Nos.  135,  136.     Bright,  Vol.  IV,  see  index  under  Corn 

Laws  and  under  Peel. 

b.   Conditions  of  labor :  the  factory  system ;  oppression  of 

children ;  Lord  Shaftesbury  and  reform. 


264  English   History 

References : 

Gibbins,  Industrial  History,  172-186.  Cheyney,  In- 
dustrial and  Social  History,  240-259.  Bright,  IV,  see 
index  under  Factory  Bills  and  under  Shaftesbury.  Spen- 
cer Walpole,  see  index  under  Factory  Laws.  Kendall, 
No.  134.     Bates  and  Coman,  400-406  (imaginative). 

47.  Relations  of  England  and  Ireland,  1 800-1900. 

a.  Catholic  Emancipation :  position  of  the  Irish  Catholics, 

1800;    O'Connell  and  the  Catholic  Association;    the 
Clare  election;  repeal,  1829. 
References  : 

Lawless,  Ireland,  377-385.  McCarthy,  Four  Georges, 
IV,  69-79.     Kendall,  Nos,  108,  128. 

b.  Economic  conditions :    the  land  question ;   the  famine 

of  1846  and  1847,  effects;  land  legislation;  the  Land 

League ;  present  situation. 
References : 

Lawless,  396-402.  McCarthy,  Our  Own  Times,  I,  Ch. 
xvii.  Kendall,  No.  137.  Bright,  III  and  IV,  see  index 
under  Ireland.     Morley,  Life  of  Gladstone. 

c.  Political  agitation :    connection  between  economic  and 

political  conditions ;    O'Connell  and  repeal ;    Fenian- 
ism  ;    Parnell  and   Home  Rule ;    Gladstone   and  the 
Home  Rule  bills. 
References  : 

Bright,  III  and  IV,  see  index  under  Ireland.     O'Con- 
nor, Morris,  Ireland,  Ch.  x.     Hamilton,  O'Connell.    Mor- 
ley, Life  of  Gladstone.     Dicey,  England's  Case  against 
Home  Rule.     Kendall,  Nos.  132,  133. 
XII.     The  British  Empire. 

(Good  summary  of  conditions  in  181 5,  Spencer  Wal- 
pole, I,  95-102.) 

48.  India  and  the  Eastern  Question. 

a.  Conditions  in  the  nineteenth  century :  expansion,  work 
of  Wellesley  and  Dalhousie;  the  Sepoy  Mutiny; 
India  under  the  crown ;  proclamation  of  the  empire, 
1876. 


Outline  of  English   History  265 

b.  The  Crimean  War,  1 8 54- 1 85 6:  causes,  character,  cam- 

paigns, results. 
References: 

McCarthy,  Our  Own  Times,  I,  Chs.  xxv-xxviii  (the 
Crimean  War),  II,  Chs.  xxxii-xxxvi  (Sepoy  Mutiny). 
Spencer  Walpole,  VI,  Ch.  xxiv  (Crimean  War),  273- 
323  (Mutiny).  Seeley,  Expansion  of  England,  Part  2, 
useful  for  teachers.  Lyall,  Rise  of  the  British  Domin- 
ions in  India.  Bright,  III  and  IV  (see  index  under 
Crimean  War  and  under  India).  Kendall,  Nos.  140- 
144. 

c.  Gordon  at  Khartum.    Butler,  Gordon,  Chs.  viii,  ix.    Ken- 

dall, No.  149. 
Additional  Topics : 

A.  Charge  of  the  Light  Brigade.  Kinglake,  Invasion 
of  the  Crimea,  IV.  W.  Russell,  Letters  from  the  Crimea. 
Tennyson,  Charge  of  the  Light  Brigade  (imaginative). 

B.  Lord  Cromer  in  Egypt.     Traill,  Lord  Cromer. 
49.  The  Colonies. 

a.  Settlement  of  Australasia  :  the  penal  settlements ;  wool- 

growing;  discovery  of  gold ;  confederation  of  190 1. 

b.  The  English  in  Africa :  conquest  of  Cape  of  Good  Hope, 

1 81 5;  English  and  Dutch;  discovery  of  gold  in  the 
Transvaal ;  the  Boer  War,  results ;  expansion  in  Cen- 
tral Africa. 

c.  The  English  in  the  Western  Hemisphere :  emigration  of 

Loyalists  to  Canada;  the  Dominion,  1867;  the  devel- 
opment of  the  Northwest ;  the  West  Indies  —  abolition 
of  slavery,  decline  of  the  sugar  industry. 
References: 

Payne,  European  Colonies,  165-185  (Australia),  185- 
196  (Africa),  158-165  (Canada),  196-208  (West  Indies). 
Cotton  and  Payne,  Colonies  and  Dependencies,  Chs.  ix 
and  x.  Bourinot,  Canada.  Jenks,  History  of  the  Aus- 
tralasian Colonies.  Spencer  Walpole,  VI,  Ch.  xxviii.  Lu- 
cas, Historical  Geography  of  the  British  Colonies,  is  a 
work  of  great  value. 


266  English  History 


Additional  Topics: 

A.  Present  extent  and  population  of  the  Empire.  See 
latest  Statesman's  Year  Book. 

B.  Imperial  Federation.  Parkin,  Imperial  Federa- 
tion. Goldwin  Smith,  Essays  on  Questions  of  the  Day ; 
Reviews,  English  and  American.  Kendall,  Nos.  139, 
147. 


PART    IV 
AMERICAN    HISTORY 


AMERICAN    HISTORY 


INTRODUCTION 

American  History  in  the  last  year  of  the  high  school 
demands  somewhat  different  treatment  from  that  of  the 
previous  courses,  as  has  been  suggested  in  the  conclu- 
sion to  the  general  introduction.  The  pupil  is  more 
familiar  with  the  field  both  by  previous  study  and  be- 
cause it  is  his  own  country.  He  is  within  two  or  three 
years  of  citizenship  and  needs  to  know,  not  merely  facts 
of  development,  but  methods  of  government  and  his 
share  in  it.  He  is  therefore  ready  because  of  interest, 
preparation,  and  obligation  to  examine  somewhat  more 
in  detail  special  subjects,  particularly  those  relating  to 
government,  its  origin  and  methods  of  administration. 
The  treatment  in  the  accompanying  syllabus  recognizes 
this,  and  is  somewhat  less  analytical  and  comprehensive 
in  its  topics  than  is  the  case  in  the  previous  courses  in 
history. 

Furthermore,  the  field  is  more  limited,  and  excellent 
text-books,  like  Channing's  "  Students'  History  of  the 
United  States,"  and  McLaughlin's  "  History  of  the 
American  Nation,"  give  an  excellent  narrative  and  fur- 
nish a  basis  for  more  detailed  study.  The  syllabus  is 
therefore  more  free  to  mark  out  for  especial  empha- 

269 


270  American   History 

sis  certain  formative  events,  and  to  -indicate  topics 
that  will  call  for  comparison  and  other  exercising  of 
the  judgment,  and  for  the  understanding  of  institutions 
and  constitutional  questions  somewhat  more  fully  than 
was  possible  in  the  other  courses. 

The  instruction  in  Civil  Government,  which  should 
form  a  considerable  part  of  the  course  in  case  there  is 
no  separate  class  in  the  subject,  should  seek  to  empha- 
size, not  only  development,  but  actual  existing  methods, 
the  spirit  as  well  as  the  letter  of  the  Constitution.  The 
boss,  the  machine,  and  the  "third  house"  should  be 
made  as  clear  as  the  more  formal  phases  of  election  and 
legislation.  As  these  subjects  are  usually  omitted  in 
text-books  on  Civil  Government,  the  teacher  must  be- 
come the  main  guide.  An  excellent  way  to  furnish 
practical  experience  in  government,  and  to  arouse  at 
the  same  time  an  interest  in  public  questions,  is  to  organ- 
ize in  the  school  a  Congress,  similar,  for  example,  to  the 
Boston  Young  Men's  Congress.  To  accomplish  its  pur- 
pose it  should  be  a  permanent  affair,  and  conducted 
strictly  according  to  parliamentary  rules.  Visits  to 
legislative  bodies  are  of  some  assistance,  but  need  to 
be  repeated  very  frequently  and  intelligently  supervised 
to  convey  much  distinct  information. 

In  the  detailed  syllabus  specific  topics  and  references 
are  given  on  this  part  of  the  subject;  it  is  sufficient 
here  to  suggest  such  sections  as  1 7  (Confederation  and 
Constitution),  18  (Organization  of  the  Government),  28 
(Political  Reorganization),  37  (Political  Problems);  and 
current  events :  e.g.  caucuses  (September),  conventions 
(October),  elections  (November  and  December),  inaugu- 


Introduction  271 

rations  (January),  and  proceedings  of  legislative  bodies 
during  most  of  the  remaining  months  of  the  year,  all  of 
which  furnish  a  basis  for  instruction  in  civics.  For  the 
whole  subject  Bryce's  "  American  Commonwealth "  is 
indispensable. 

The  relation  of  American  History  to  that  of  Europe 
and  England  should  be  given  adequate  attention  and  the 
pupil  taught  to  see,  both  in  colonial  and  national  history, 
the  factors  outside  this  country  that  have  helped  in  deter- 
mining events.  This  is  briefly  suggested  in  a  subsequent 
"  Characterization  of  Periods,"  and  more  specific  illus- 
trations will  be  found  in  the  syllabus  of  topics  and  ref- 
erences :  e.g.  sections  2  (European  Conditions  in  the 
Fifteenth  Century),  4  (Reasons  in  England  for  Early 
Failure  and  Later  Success  of  Virginia),  10  (Dutch),  13 
(Second  Hundred  Years'  War),  23  (Napoleonic  Wars). 
Wherever  possible  use  should  be  made  of  the  refer- 
ences in  the  syllabus  of  European  or  English  History 
in  order  to  utilize  previous  work  in  history. 

The  importance  of  a  knowledge  of  the  geography  of 
one's  own  country  in  order  to  understand  its  history  is 
happily  too  generally  recognized  to  demand  discussion.1 
There  is  in  this  course  more  time  and  opportunity  than 
in  the  early  courses ;  e.g.  the  first  period  may  well 
be  treated  geographically,  colonial  boundaries,  lines  of 
treaties,  1763,  1783,  1846;  status  of  slavery,  accessions 
of  territory,  area  of  succession,  military  campaigns, 
etc.,  areas  of  natural  products,  lines  of  transportation. 

1  For  a  general  discussion  of  geography  and  its  relation  to  history,  see 
General  Introduction,  p.  27;  Report  of  Committee  of  Seven,  p.  95; 
Hinsdale,  "How  to  Study  and  Teach  History,"  Chs.  viii,  x,  xiv. 


272  American   History 

Graphic  representations  of  facts  not  strictly  geographi- 
cal will  naturally  come  under  this  head.  Inexpensive 
small  outline  maps,  such  as  the  Morse  Company  or  the 
McKinley  Company  publish,  permit  of  the  pupils  doing 
much  of  this  work,  and  a  few  done  each  year  on  a  large 
scale  serve  as  a  nucleus  of  a  growing  series  of  graphic 
illustration.  The  subject  of  geography  and  maps  is 
treated  in  Channing  and  Hart  "  Guide,"  pp.  48-54. 

The  Periods  of  American  History. —  An  understanding 
of  the  growth  of  the  American  nation  must  rest  upon 
study  of  the  physical  characteristics  of  the  land  which 
made  it  suitable  for  colonization  and  expansion.  The 
character  of  the  people  and  the  reasons  for  discovery 
and  exploration  can  be  understood  only  by  some  study 
of  European  conditions  in  the  fifteenth  and  sixteenth 
centuries,  which  produced  adventurers,  but  not  founders 
of  states  in  the  new  world,  exploration  but  not  perma- 
nent colonization.  This  first  period  is  full  of  dramatic 
power  and  human  interest ;  the  oppressive  monopoly  of 
Spain  was  checked  by  England  and  Holland,  and  a  way 
made  for  expansion  of  free  institutions  instead  of  abso- 
lutism ;  but  it  is  a  period  of  preparation  rather  than  of 
accomplishment  on  this  side  the  Atlantic. 

But  the  scene  changes  with  the  opening  of  the  seven- 
teenth century.  A  new  Europe  is  now  able  to  trans- 
plant itself  to  a  new  world.  The  sea  rovers  have  done 
their  work,  the  new  ideas  of  Renaissance  and  Reforma- 
tion have  won  a  foothold  in  Europe,  and  seek  a  wider 
and  freer  foothold  for  their  logical  development  in  a 
more  untrammelled  environment.  The  new  generation, 
more    numerous,  better   organized,  and   depending   on 


Introduction  273 

companies  rather  than  on  one  man  alone,  more  serious, 
successfully  transfers  to  a  virgin  soil,  not  merely  the  best 
ideals  of  Europe,  but  many  of  her  best  leaders  and  ele- 
ments of  population.  In  this  period  of  successful  col- 
onization the  first  group  is  the  Southern  Colonies.  In 
the  typical  Southern  colony,  Virginia,  after  painful  ex- 
periments and  threatening  extinction  under  the  old 
adventurous  ideas  of  the  earlier  period,  the  more  sane 
and  sturdy  Englishmen  of  the  seventeenth  century  de- 
velop permanent  homes  and  population,  and  a  consti- 
tutional government. 

Into  the  Puritan  exodus  to  New  England,  our  next 
group,  enter  some  of  the  best  elements  in  England,  not 
merely  a  devotion  to  religious  principle,  but  a  sound 
and  far-sighted  statecraft  which  bases  successful  and 
populous  colonies  and  federation  on  self-government 
and  economic  self-sufficiency.  The  history  of  New 
England  is  the  history  of  the  American  nation  in 
miniature.  It  is  almost  a  biological  study  of  the  devel- 
opment of  American  institutions,  for  the  original 
records  are  still  preserved,  and  some  of  them  are  in 
print  and  accessible  and  adapted  to  the  interest  and 
powers  of  a  high  school  pupil.  In  the  story  told  by 
the  founders  themselves  he  almost  sees  before  his  eyes 
the  growth  of  local  self-government,  expansion,  repre- 
sentative institutions,  written  constitutions,  indepen- 
dence, federation,  public  schools. 

The  next  group,  the  Middle  Colonies,  are  the  link 
between  New  England  and  the  South,  politically  and 
economically,  as  well  as  geographically.  New  York 
and  Pennsylvania  are  the  typical  colonies,  and  emphasis 


274  American   History 

of  these  two  gives  a  clear-cut  picture,  and  relieves  of 
unimportant  details  by  treating  with  these  two  the 
smaller  and  less  formative  colonies.  In  the  failure  of 
the  Dutch  feudal  aristocrats  and  servants  dependent 
on  a  far-removed  commercial  company  and  its  agents, 
and  in  the  success  of  the  more  self-governing  English 
communities,  are  seen  again  steps  which  have  made 
America  what  it  is.  The  noble  "  Quaker  Experiment 
in  Government,"  like  the  Puritan  state,  shows  the 
successful  transplanting  of  ideals  across  the  Atlantic, 
but  with  a  larger  measure  of  tolerance  and  gentleness, 
two  generations  later,  and  under  less  difficult  circum- 
stances. 

The  fifth  period,  the  colonies  in  the  eighteenth  cen- 
tury to  1760  (or  between  the  revolutions  of  1689  and 
1776),  demands  more  time  and  thought  than  is  ordi- 
narily given  it,  to  bring  out  the  significance  of  "this 
forgotten  half-century,"  and  show  that  "the  colonies 
were  not  dormant,  but  were  growing  in  strength  and 
vigor  and  a  capacity  for  self-government."  A  study 
of  the  political  and  economic  development,  rather  than 
a  cataloguing  of  the  quarrels  with  governors,  brings  out 
the  significance  of  the  growth  of  those  "principles  of 
government  and  of  a  social  and  economic  system " 
for  which  the  colonists  stood  so  successfully  in  1765  and 
1776.  The  period  takes  on  dramatic  interest  and  brings 
out  the  significant  contrast  in  the  results  of  two  systems 
of  colonization,  as  the  self-governing,  self-supporting 
communities  of  English  homes  and  commonwealths 
come  into  conflict  with  the  scattered  camp-fires  and 
trading   posts   of    French  and    Indian,   hampered   and 


Introduction  275 

made  dependent  by  French  absolutism.  The  period 
takes  on  further  significance  as  it  is  seen  to  be  a  part 
of  the  struggle  for  mastery  of  North  America,  between 
England  and  France,  and  at  last  of  the  world-wide 
struggle  of  the  Seven  Years'  War.  The  significance 
of  the  struggle  has  been  suggestively  treated  in  Seeley's 
"  Expansion  of  England  " ;  and  parts  of  the  masterly 
narrative  of  Parkman  can  hardly  fail  to  stimulate  inter- 
est and  an  appreciation  of  good  historical  literature  in 
even  the  pupil  who  usually  cares  little  for  history. 

Having  followed  the  separate  development  of  the 
three  groups  of  colonies  to  the  close  of  the  French  and 
Indian  War,  it  is  necessary  to  pause  before  the  Revolu- 
tion and  "  make  a  cross  section,"  so  as  to  observe,  not 
merely  growth,  but  also  condition  at  one  point  of  time. 
The  contrasts  in  social  and  economic  conditions  and 
methods  of  government  show  the  results  of  the  varying 
environment  and  historical  conditions  previously  studied, 
the  diversity  so  important  in  the  later  development  of 
the  nation,  and  make  a  stimulating  field  for  the  exer- 
cise of  powers  of  comparison  and  judgment. 

The  sixth  period  shows  the  winning  of  independence 
and  the  development  of  union  under  pressure  from 
without.  The  common  institutions  developed  in  all 
the  colonies,  and  the  fundamental  differences  between 
colonies  and  England  in  1760,  explain  the  inevitableness 
of  revolution  when  George  III  tries  to  set  the  clock 
back,  and  with  his  subservient  ministry  to  impose  a 
vexatious  control  that  violated  the  best  things  for 
which  the  best  English  blood  on  both  sides  of  the 
ocean  had  stood.     The  Revolution  is  a  contest  between 


276  American   History 

two  conceptions  of  government  and  life,  each  with  its 
brighter  and  darker  side,  and  the  study  of  the  struggle 
from  a  genuinely  historical  point  of  view  leaves  the 
pupil  with  a  broader,  sounder  patriotism.  The  details 
of  military  campaigns  are  passed  over  rapidly  to  leave 
him  time  to  appreciate  the  justification  of  the  object  of 
the  Revolution,  and  the  obligation  of  the  future  citizen 
of  service  to  the  country  won  by  such  skill  and  devotion. 

But  the  Revolution  had  brought  independence,  not 
unity.  As  soon  as  the  pressure  from  without  is  re- 
moved, the  obstacles  to  union  become  apparent,  while 
foreign  nations  eagerly  await  the  speedy  disruption  of 
the  country.  The  "Critical  Period"  from  Yorktown 
to  the  inauguration  of  Washington  shows  the  balance 
trembling  between  one  nation  and  thirteen.  It  is  a 
period  when  civil  government  and  history  go  hand  in 
hand,  and  the  former  takes  an  increased  interest  as  its 
growth  makes  it  seem  a  thing  of  life,  and  the  Constitu- 
tion not  a  mere  document  but  the  embodiment  of  the 
best  the  English-speaking  race  had  stood  for. 

The  carrying  into  execution  of  the  ideas  of  the  Con- 
stitution, the  translation  of  words  into  acts,  is  the  work 
of  the  Federalist  party  during  its  twelve  years'  su- 
premacy ( 1 789-1 801).  It  is  the  period,  also,  of  the 
establishment  of  a  general  foreign  policy  and  of  the 
organization  of  two  great  political  parties.  With 
the  general  lines  of  the  country's  future  policy  marked 
out,  the  Federalists  go  down  to  defeat  in  the  "  Revolu- 
tion of  1800,"  and  the  advent  of  Jefferson  marks  a  new 
period  in  American  history.  Enormous  expansion,  the 
gradual  adoption  by  the  Republicans  of  broad  construe- 


Introduction  277 

tion  in  spite  of  their  theories,  and  the  struggle  for 
neutral  rights  mark  this  important  period. 

The  end  of  the  War  of  18 12  and  the  fall  of  Napoleon 
bring  domestic  questions  into  prominence,  and  the  period 
from  18 1 7  to  1829  is  one  of  reorganization  after  the 
disturbed  conditions  of  the  previous  ten  years.  Its 
key-note  is  the  development  of  the  West  with  its  social 
and  economic  results,  its  thrusting  into  prominence  of 
the  slavery  question,  and  its  great  political  triumph  in 
the  election  of  Andrew  Jackson. 

From  1829  to  1844  National  Democracy  is  in  the 
saddle,  and  exhibits  its  power  and  abounding  life  as 
well  as  its  incompetency  and  folly  in  questions  of 
administration  which  demand  training  and  insight. 
The  country  is  already  marked  off  into  two  sections, 
one  half  free,  the  other  half  slave;  the  early  method 
of  compromise  has  been  carried  on,  but  the  South  is 
being  outstripped  by  the  expansion  of  free  labor,  and 
is  angered  by  the  antislavery  agitators  of  the  North. 

The  next  period,  1 844-1 859,  marks  the  desperate 
attempt  of  the  South  to  gain  new  territory  for  slavery, 
first  by  an  unjustifiable  war  with  Mexico,  and  then  by 
breaking  down  the  policy  of  compromise  which  had 
obtained  for  thirty  years.  It  is  a  period  of  rapid  devel- 
opment, that  stirs  the  blood  till  one  is  prepared  for  the 
crisis  when  the  strongest  feelings  of  the  two  sections  are 
at  white  heat.  The  growing  opposition  to  the  further 
extension  of  slavery  has  taken  practical  form  in  the 
Republican  party,  and  the  triumph  of  Lincoln  over  the 
broken  ranks  of  the  Democracy  marks  the  climax  of 
this  dramatic  period. 


278  American   History 

It  is  no  longer  a  question  of  slavery  in  the  territories, 
but  of  the  Union ;  and  the  principles  of  free  labor,  diversi- 
fied industries,  development,  and  nationality  triumph  over 
slavery,  narrow  economic  life,  and  sectionalism.  The 
pupil  will  not  remember  military  detail,  but  he  can  be 
led  to  understand  the  general  strategy  of  the  war,  and 
will  admire  the  heroic  sacrifices  of  both  sides  in  the  field 
and  in  the  home,  since  both  are  his  fellow-countrymen. 

All  wars  are  disturbers  of  existing  conditions ;  and 
this  is  particularly  true  of  a  civil  war  over  a  funda- 
mental constitutional  and  economic  question.  The 
period  since  1865  has  been  almost  entirely  concerned 
with  the  solution  of  the  problems  growing  out  of  the 
civil  war :  The  restoration  of  the  Southern  states  to 
their  proper  place  in  the  Union,  the  reestablishment  of 
a  sound  financial  system,  the  adjustment  of  business  to 
the  conditions  of  peace,  the  future  of  the  negro,  and  the 
economic  reorganization  of  the  South  are  some  of  the 
questions  that  have  pressed  for  solution. 

If  the  plain  facts  have  told  their  own  stirring  story, 
the  pupil  has  learned  something  of  his  national  govern- 
ment and  how  it  has  come  to  be.  Its  future  is  in  his  own 
hands. 


Small  School   Library  279 


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Hart,  A.  B.,  Formation  of  the  Union,  1750-1829,  revised  edition. 

Wilson,  W.,  Division  and  Reunion,  1 829-1 889. 
American  Statesmen  Series,  J.  T.  Morse,  Jr.,  editor.     Houghton  & 
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280  American  History 

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Civil  Government. 

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Large  School  Library  281 


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Adams,  Jr.,  C.  F.,  Charles  Francis  Adams.     1903.1 

,  Lee  at  Appomatox,  and  Other  Papers.     Boston,  Houghton  & 

Mifflin,  1902,  $1.50. 

Adams,  Henry,  History  of  the  United  States  of  America  (during 
the  administrations  of  Jefferson  and  Madison),  9  vols.  N.Y., 
Scribner,  1 889-1 891,  $18. 

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American  History  Leaflets  :  Colonial  and  Constitutional,  edited 
by  A.  B.  Hart  and  E.  Channing.  N.Y.,  Lovell,  1892-,  10  cents 
each.     33  numbers  so  far  published. 

American  Orations.     See  under  Johnston. 

Bancroft,  George,  History  of  the  United  States  (to  1789), 
author's  last  revision,  6  vols.     N.Y.,  Appleton,  1883-1885,  $15. 

Battles  and  Leaders  of  the  Civil  War  :  Contributions  by 
Union  and  Confederate  Officers,  edited  by  R.  U.  Johnson  and 
C.  C.  Buel,  4  vols.     N.Y.,  Century  Co.,  c.  1887-1889,  $15. 

Blaine,  J.  G.,  Twenty  Years  of  Congress,  from  Lincoln  to  Garfield, 
2  vols.     N.Y.,  Funk,  $7.50. 

Bourne,  E.  G.,  Spain  in  America.4 

Bradford,  William,  History  of  Plimoth  Plantation.  Boston,  pub- 
lished by  the  State  of  Massachusetts,  1898,  $1. 

Brigham,  A.  P.,  Geographic  Influences  in  American  History.  Bos- 
ton, Ginn,  1903,  $1.25. 


282  American  History 

Brown,  W.  G.,  Andrew  Jackson.  (Riverside  Biographical  Series.) 
Boston,  Houghton  &  Mifflin,  1900,  50  cents. 

,  Lower  South  in  American  History.     N.Y.,  Macmillan,  1902, 

$1.50  net. 

Bruce,  P.  A.,  Economic  History  of  Virginia  in  the  Seventeenth 
Century,  2  vols.     N.  Y.,  Macmillan,  1896,  $6. 

Bryant,  Wm.  C,  and  Gay,  S.  H.,  Popular  History  of  the  United 
States,  4  vols.  N.Y.,  Scribner,  1878-1881.  Enlarged  edition, 
Scribner's  Popular  History,  5  vols.     N.Y.,  1896,  $20. 

Bryce,  James,  The  American  Commonwealth,  2  vols.  N.Y.,  Mac- 
millan, 1888  ;  3d  edition  revised,  with  additional  chapters,  1893- 
1895,  $4. 

,  Same,  abridged  for  colleges  and  high  schools.  N.Y.,  Mac- 
millan, 1896,  $1.75. 

Burgess,  J.  W.,  Middle  Period,  1817-1858.     1897,  $1.75. 2 

,  Civil  War  and  the  Constitution,   1859-1865,  2  vols.     1901, 

$2  net.2 

,  Reconstruction  and  the  Constitution,  1 866-1 876.    1902,$!  net.2 

Cambridge  Modern  History.  Planned  by  the  late  Lord  Acton, 
edited  by  A.  W.  Ward,  G.  W.  Prothero,  S.  Leathes.  Vol.  VII, 
The  United  States.     N.Y.,  Macmillan,  1903,  $4. 

Campaigns  of  the  Civil  War,  13  vols.  N.Y.,  Scribner,  1881- 
1890,  $1  per  vol. 

Channing,  Edward,  Students'  History  of  the  United  States.  N.Y., 
Macmillan,  1898;  revised  edition,  1904,  $1.40  net. 

,  United  States  of  America,  1 765-1 865   (Cambridge  Historical 

Series).     N.Y.,  Macmillan,  1896,  $1.50. 

Channing,  E.,  and  Hart,  A.  B.,  Guide  to  the  Study  of  American 
History.     Boston,  Ginn,  1896,  $2. 

Cheyney,  E.  P.,  The  European  Background  of  American  History.4 

Dewey,  D.  R.,  Financial  History  of  the  United  States.  N.Y.,  Long- 
mans, 1903,  $2. 

Dodge,  Col.  T.  A.,  Bird's-eye  View  of  Our  Civil  War.  Boston, 
Houghton  &  Mifflin,  1883 ;  2d  edition,  1897,  $1. 

Doyle,  J.  A.,  English  Colonies  in  America,  3  vols.  Vol.  I,  Vir- 
ginia, Maryland,  and  the  Carolinas.  Vol.  II,  The  Puritan  Col- 
onies, 2  vols.    N.Y.,  Holt,  1882,  1887  (also  Longmans),  $10.50. 


Large  School   Library  283 

Dunning,  Wm.  A.,  Essays  on  the  Civil  War  and  Reconstruction. 
N.Y.,  Macmillan,  1898,  $2. 

Eggleston,  E.,  Beginners  of  a  Nation.  N.Y.,  Appleton,  1896, 
$1.50. 

Farrand,  Max,  The  Basis  of  American  History.4 

Fisher,  G.  P.,  Colonial  Era.     1892,  $1.25.2 

Fiske,  John,  Civil  Government  in  the  United  States,  considered 
with  some  reference  to  its  origins.  Boston,  Houghton  &  Mif- 
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,  Historical  Writings  (arranged  in  chronological  order.    Boston, 

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Discovery  of  America,  with  some  account  of  ancient  America 

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Boston,  Little,  Brown,  1872,  $3.50. 

Garrison,  W.  P.  and  F.  J.,  William  Lloyd  Garrison,  1805-1879: 
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Gay,  S.  H.,  James  Madison.     1884.1 

Gilman,  D.  C,  James  Monroe.     1883.1 

Grant,  U.  S.,  Personal  Memoirs,  2  vols.  N.Y.,  Webster,  1885- 
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Hart,  A.  B.,  Actual  Government  as  applied  under  American  Con- 
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,  American   History   told   by   Contemporaries,  4  vols.     N.Y., 

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284  American   History 

Hart,  A.  B.,  Epoch  Maps  illustrating  American  History.     N.Y., 

Longmans,  1893,  50  cents. 
,  Formation  of  the  Union,  1 750-1 829.     1892;  revised  edition, 

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Higginson,  T.  W'.,  Young  Folks'  Book  of  American   Explorers. 

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Administration.     N.Y.,  Harper,  1886,  $2.     New  ed.  in  prepara- 
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Hill,  Mabel,  Liberty  Documents,  edited  with  introduction  by  A. 

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Hinsdale,  B.  A.,  American  Government,  National  and  State.    1893  ; 

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Holst,  H.   E.  von,  Constitutional   and   Political    History  of  the 

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to  illustrate  American  Political  History,  3  vols.     N.Y.,  Putnam, 

1884,  $1.25  per  vol. 
,  Same:    American    Orations,  reedited   with   notes    by  J.  A. 

Woodburn,  4  vols.     N.Y.,  Putnam,  1896-1897,  $1.25  per  vol. 
Larned,  J.  N.,  History  for  Ready  Reference,  from   the  Best   His- 
torians, Biographers,  and   Specialists :    their  own  Words  in  a 

Complete   System   of  History,  5  vols.      Springfield,   Nichols, 

1 894-1 895,  $25. 

,  Same,  revised  and  enlarged,  6  vols.     1901,  $30. 

,  editor,  Literature    of   American    History,  a    Bibliographical 

Guide  in  which  the  scope,  character,  and  comparative  worth 


Large  School   Library  285 

of  books  in  selected  lists  are  set  forth  in  brief  notes  by  critics 
•of  authority.  Published  for  the  American  Library  Associa- 
tion. Boston,  Houghton  &  Mifflin,  1902,  $6.  Supplement  for 
1 900- 1 90 1,  edited  by  Philip  P.  Wells.  Boston,  American  Library 
Association  Publishing  Board,  $1.  The  supplements  for  1902- 
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lish history  and  are  issued  in  two  forms,  (1)  card,  $2,  and  (2) 
pamphlet,  $1.  Boston,  American  Library  Association  Publish- 
ing Board. 

Lecky,  William  E.  H.,  The  American  Revolution,  1 763-1 783, 
being  the  chapters  and  passages  relating  to  America  from  the 
author's- History  of  England  in  the  eighteenth  century;  ar- 
ranged and  edited  with  historical  and  bibliographical  notes  by 
J.  A.  Woodburn.     N.Y.,  Appleton  (c.  1898),  $1.25. 

Lodge,  H.  C,  Alexander  Hamilton.     1882.1 

,  Daniel  Webster.     1883.1 

,  George  Washington,  2  vols.     1889.1 

,  Short  History  of  the  English  Colonies  in  America.     N.Y., 

Harper,  1881,  revised  edition,  $3. 

Lothrop,  T.  K.,  William  H.  Seward.     1896.1 

Lummis,  C.  F.,  Spanish  Pioneers.     Chicago,  McClurg,  1893,  $1.50. 

McCall,  S.  W.,  Thaddeus  Stevens.     1899.1 

MacDonald,  William,  editor,  Select  Charters  and  Other  Docu- 
ments Illustrative  of  American  History,  1606-1775,  with  notes. 
N.Y.,  Macmillan,  1899,  $2  net. 

— 1 — ,  Select  Documents  Illustrative  of  the  History  of  the  United 
States,  1776-1861,  with  notes.     N.Y.,  Macmillan,  1898,  $2.25. 

,  Select   Statutes,   etc.,   1 861  -1898.      N.Y.,   Macmillan,    1903, 

$2. 

McLaughlin,  A.  C,  History  of  the  American  Nation.  N.Y.,  Ap- 
pleton, 1899,  $1.40  net. 

,  Teaching  of  American  History,  with  selected  references,  de- 
signed to  accompany  the  above.     N.Y.,  Appleton,  1899. 

,  Lewis  Cass.     1891.1 

Maclay,  E.  S.,  History  of  the  United  States  Navy,  1 775-1901. 
N.Y.,  Appleton,  1894;  revised  and  enlarged  edition,  1 898-1901, 
3  vols.,  $9. 


286  American   History 

McMaster,  J.  B.,  History  of  the  United  States  from  the  Revolution 
to  the  Civil  War,  5  vols,  already  published,  extending  to  1830. 
N.Y.,  Appleton,  1 884-1900,  $2.50  per  vol.     (To  be  7  vols.) 
Magruder,  A.  B.,  John  Marshall.     1885.1 
Markham,  C.  R.,  Life  of  Christopher  Columbus.     London,  Philip, 

1892.     4s.  6d. 
Morse,  Jr.,  J.  T.,  Abraham  Lincoln,  2  vols.     1893. 

,  Benjamin  Franklin.     1889.1 

,  John  Adams.     1885.1 

,  Thomas  Jefferson.     1883.1 

Ogg,  F.  A.,  The  Opening  of  the  Mississippi.     N.Y.,  Macmillan, 

1904.     $2. 
Old  South  Leaflets,  Edwin  D.  Mead,  editor.    Boston,  Directors 
of  the  Old  South  Work,  Old  South  Meeting  House.     142  num- 
bers published  to  April,  1904,  5  cents  each,  $4  per  hundred. 
Osgood,  H.  L.,  The  American  Colonies  in  the  Seventeenth  Century. 
N.Y.,  Macmillan,  3  vols.     2  vols,  already  published,  1904.     $5. 
Parkman,  Francis,  Historical   Works,   12   vols.     Boston,  Little, 

Brown,  1898.     Popular  edition,  $1.50  per  vol. 
,  New  Library  edition,  illustrated,  12  vols.,  $2  per  vol.     The  fol- 
lowing is  the  historical  order  of  the  volumes.     (The  first  nine 
volumes  form  the  series  called  "  France  and  England  in  North 
America.") 

Pioneers  of  France  in  the  New  World. 

Jesuits  in  North  America. 

La  Salle  and  the  Discovery  of  the  Great  West. 

The  Old  Regime  in  Canada  under  Louis  XIV. 

Count  Frontenac  and  New  France  under  Louis  XIV. 

A  Half  Century  of  Conflict,  2  vols. 

Montcalm  and  Wolfe,  2  vols. 

The  Conspiracy  of  Pontiac,  2  vols. 

,  (The  Oregon  Trail  does  not  form  a  part  of  the  historical  series.) 

,  Struggle  for  a  Continent,  edited  from  the  writings  of  Park- 
man  by  Pelham  Edgar.     Boston,  Little,  Brown,  1902,  $1.50. 
Pellew,  Geo.,  John  Jay.     1890.1 

Rhodes,  J.  F.,  History  of  the  United  States,  from  the  Compromise 
of  1850,  4  vols,  so  far  published  (extending  to  1864).     Vol.  V, 


Large  School  Library  287 

announced.  N.Y.,  Harper,  1893-1899.  Macmillan,  $2.50  per 
vol. 

Roosevelt,  Theodore,  Thomas  Hart  Benton.     1887.1 

,  Naval  War  of  1812.     N.Y.,  Putnam,  1882,  $2.50. 

,  Winning  of  the  West,  4  vols.    N.Y.,  Putnam,  1889-1896,  $10. 

Ropes,  John  C,  Story  of  the  Civil  War.  N.Y.,  Putnam,  1894-- 
1898.  Parti,  $1.50.  Part  II,  with  maps,  $2.50.  (Left  unfin- 
ished by  the  author  at  his  death.) 

Roscher,  Wm.,  The  Spanish  Colonial  System.  Translation  edited 
by  E.  G.  Bourne.     N.Y.,  Holt,  1904,  50  cents.       • 

Schouler,  James,  History  of  the  United  States  of  America  under 
the  Constitution  [1 783-1 865],  6  vols.,  1 880-1 899.  Revised  edi- 
tion.    N.Y.,  Dodd,  1899,  $13'S°- 

Schurz,  Carl,  Henry  Clay,  2  vols.   1887.1 

Schwab,  J.  C,  The  Confederate  States  of  America,  1 861-1865  : 
A  Financial  and  Industrial  History  of  the  South  during  the 
Civil  War.     N.Y.,  Scribner,  1901,  $2.50  net. 

Seeley,  J.  R.,  Expansion  of  England.  London,  Macmillan,  1883. 
Boston,  Roberts;  also  Little,  Brown,  $1.75. 

Semple,  E.  C,  American  History  and  its  Geographic  Conditions. 
Boston,  Houghton  &  Mifflin,  1903,  $3  net. 

Sharpless,  Isaac,  History  of  Quaker  Government  in  Pennsylvania, 
2  vols.,  Philadelphia,  Leach,  1898-99,  $3.  Vol.  I  originally 
published  with  the  title  A  Quaker  Experiment  in  Government, 
Philadelphia,  Ferris,  1898,  $1.50. 

Sherman,  Gen.  Wm.  T.,  Memoirs  by  Himself,  2  vols.  N.Y.,  Apple- 
ton,  1875.  Revised  editon  with  appendix,  N.Y.,  Webster,  1896, 
Appleton,  2  vols.,  $5. 

Sloane,  W.  M.,  The  French  War  and  the  Revolution.     1893.* 

Smith,  Goldwin,  The  United  States :  An  Outline  of  Political  His- 
tory, 1492-1871.     N.Y.,  Macmillan,  1893,  $2. 

Sparks,  E.  E.,  Expansion  of  the  American  People.  Chicago,  Scott, 
Foresman,  1900,  $2. 

,  Men  Who  Made  the  Nation,  an  Outline  of  United  States  His- 
tory, 1 760-1 865.     N.Y.,  Macmillan,  1900,  $2. 

Stanwood,  Edward,  History  of  the  Presidency.  Boston,  Hough- 
ton &  Mifflin,  1898,  $2.50.     This  is  an  enlarged  and  rewritten 


288  American  History- 

edition  of  the  author's  History  of  Presidential  Elections  (Bos- 
ton, 1884)  extended  to  1896. 

Steffens,  Lincoln,  The  Shame  of  the  Cities.  N.Y.,  McClure, 
1904,  $1.20  net.  (Articles  reprinted  from  McClure's  Maga- 
zine.) 

Stevens,  J.  A.,  Albert  Gallatin.     1884.1 

Storey,  Moorfield,  Charles  Sumner.     1900.1 

Sumner,  W.  G.,  Andrew  Jackson.     1882.     Revised  edition,  1898.1 

Taussig,  F.  W.,  Tariff  History  of  the  United  States.  N.Y.,  Put- 
nam, i8£8;  4th  edition  revised,  1898,  $1.25. 

Thwaites,  R.  G.,  The  Colonies,  1492-1750.  N.Y.,  Longmans, 
1 891.     Revised  edition,  1897,  $i.25-3 

Trevelyan,  G.  O.,  American  Revolution.  N.Y.,  Longmans,  1899. 
Part  I,  1  vol.  Part  II,  2  vols.  Three  volumes  published  to 
1903  (covering  period  to  about  1777). 

Tyler,  L.  G.,  England  in  America.     1904.4 

Tyler,  M.  C,  Patrick  Henry.     1887.1 

Van  Tyne,  C.  H.,  Loyalists  in  the  American  Revolution.  N.Y., 
Macmillan,  1902,  $1.40. 

Walker,  F.  A.,  Making  of  the  Nation,  1783-18 17.     1895,  $i.25-2 

Weeden,  W.  B.,  Economic  and  Social  History  of  New  England, 
1620-1789,  2  vols.     Boston,  Houghton  &  Mifflin,  1890,  $4.50. 

Wilson,  Henry,  History  of  the  Rise  and  Fall  of  the  Slave  Power 
in  America,  3  vols.  Boston,  1 872-1 877,  Houghton  &  Mif- 
flin, $9. 

Wilson,  Woodrow,  Congressional  Government.  Boston,  Hough- 
ton &  Mifflin,  1885,  $1.25. 

,  Division  and  Reunion,  1829-1889.     1893. 3 

,  History  of  the  American  People,  5  vols.    N.Y.,  Harper,  1902, 

$17.50.     (Illustrated.) 

Winsor,  Justin,  Christopher  Columbus,  and  how  he  received  and 
imparted  the  Spirit  of  Discovery.  Boston,  Houghton  &  Mifflin, 
1891,  $4. 

Winsor,  J.,  editor,  Narrative  and  Critical  History  of  America,  8  vols. 
Boston,  Houghton  &  Mifflin,  1 886-1 889,  $44  net. 

,  Reader's  Handbook  of  the  American  Revolution,  1 761 -1783. 

Boston,  Houghton  &  Mifflin,  1880,  $1.25. 


Large  School   Library  289 

Winthrop,  John,  History  of  New  England,  1 630-1 649,  from  his 
original  Mss.,  with  notes  by  James  Savage,  2  vols.  Boston, 
1 825-1 826.     New  edition,  2  vols.     Little,  Brown,  1853. 

1  American  Statesmen  Series.  Edited  by  John  T.  Morse,  Jr.  Boston, 
Houghton  &  Mifflin,  $1.25  per  vol.  There  is  a  revised  Standard  Library  edi- 
tion, 1898-1900,  32  vols.,  with  valuable  index  volume.  "The  most  important 
changes  in  the  new  edition  are  in  the  volumes  on  Monroe,  Jackson,  Cass, 
and  Seward"  (W.  MacDonald,  in  American  Historical  Review,  July,  1902.) 

2  American  History  Series.     N.Y.,  Scribner. 

8  Epochs  of  American  History.     N.Y.,  Longmans,  #1.25  per  vol. 

4  The  American  Nation  Series  to  be  in  25  vols.  Edited  by  A.  B.  Hart. 
N.Y.,  American  Book  Co.  The  5  vols,  cited  in  this  list  are  those  already  in 
press,  Aug.,  1904. 


290 


American   History 


'v,.a 

u 

v  o 
.•255 


GENERAL   SURVEY   OF   THE   FIELD 
AMERICAN   HISTORY,  1492-1904 


£* 


I. 

f    '• 

Land  and  resources. 

2 

7 

Discovery 

and  Exploration 

before  1607. 

*• 
3- 

[ 

Discovery  of  America. 
Exploration  and  early  settlement 
before  Jamestown,  1492-1607. 

2 
3 

5 

II. 

Southern 
Colonies, 
1 607- 1 760. 

4- 
5- 
6. 

r  7. 

Virginia,    1 607-1 760,    a    typical 

Southern   colony. 
Maryland,  a  typical    proprietary 

colony. 
Carolinas      and     Georgia,     the 

Southern   frontier   colonies. 

Beginnings    of     colonization    of 

3 

1 
1 

10 

III. 

New  England, 
1620-1760. 

8. 
9- 

New  England. 

Early   Massachusetts,   a    typical 
New   England    colony,    1629- 
1650. 

New  England,  1636- 1760,  typical 
development  of  American  In- 
stitutions. 

2 
2 
6 

5 

IV- 

Middle  Colonies, 
1 609-1760 

r,o. 
11. 

i 

Dutch  and  English  in  New  York. 

Pennsylvania,  "A  Quaker  Experi- 
ment  in   Government";  New 
Jersey  and  Delaware. 

2 
3 

General  Survey  of  the  Field         291 


o  g 

u 


GENERAL   SURVEY   OF   THE   FIELD  —  Continued   2  8 

o'g 


AMERICAN   HISTORY,  1492-1904 


«  o 


12. 

Political  and  economic  develop- 

v. 

ment,  1 700-1 750. 

1 

Colonies 

13- 

Struggle    between    France    and 

6 

in  the 
Eighteenth 
Century,  to  1760. 

14. 

England    for   North    America, 
1 689- 1 763. 
The  colonies  in  1760;   political, 
social,    and    economic    condi- 
tions ;  comparisons 

2 
3 

7 

VI. 
Union  and 
Independence, 
1760-1783. 

VII. 

15- 

16. 

Causes  of  the  Revolution,  1760- 

1774. 
The  Revolution,  1775-1783. 

3 

4 

Critical  Period,     . 

Confederation  and  Constitution. 

- 

7 

1 783-1 789. 

VIII. 

Federalist 

Supremacy, 

1789-1801. 

18. 
19. 

Organization  of  the  government. 
Foreign  relations,  1793- 1800. 

2 
2 

6 

20. 

Fall  of  the  Federalists. 

2 

IX. 

21. 

Domestic  policy  of  the  Republi- 

Jeffersonian 
Republicans, 

cans. 

1 

5 

22. 

Expansion. 

1 

1801-1817. 

23- 

Struggle  for  neutral  rights. 

3 

r24. 

Economic  reorganization. 

2 

25. 

Westward  migration  and  internal 
improvements. 

2 

X. 

26. 

Slavery  and  the  Missouri  Com- 

Reorganization,   . 

promise. 

2 

10 

1817-1829. 

27. 
28. 

Monroe   Doctrine   and    Panama 

Congress. 
Political       reorganization      and 

triumph  of  Jackson. 

1 
3 

\ 


292 


American   History 


||    GENERAL   SURVEY   OF   THE   FIELD—  Continued   |J 

S   X 

jj^.  AMERICAN   HISTORY,    1492-1904 


0.Z 


C    X 


££ 


XL 

29. 

Nullification  in  South  Carolina. 

2 

National 

30- 

Overthrow  of  the  United  States 

6 

Democracy, 

Bank ;  financial  questions. 

2 

1 829-1844. 

3i- 

Antislavery  agitation,  1 831 -1838. 

2 

XII. 

r32. 

Annexation   of   Texas,   and   the 

Slavery  in  the 

Mexican  War. 

2 

9 

Territories, 

33- 

Struggle  over  slavery  in  the  ter- 

1844-1 860. 

• 

ritories. 

7 

8 

XIII. 
Secession  and 
Civil  War, 
1860-1865. 

XIV. 

34. 
35- 

r36. 

37- 

Secession  of  the  Southern 

States.                                1 
The  Civil  War,  1861-1865.] 

Reconstruction,  the  New  South, 

and  the  race  problem. 
Political  problems :  civil  service, 

foreign     relations,     municipal 

8 
3 

Problems  of 

government. 

2 

9 

Peace, 

38. 

Economic   problems  :    currency, 

1 865- 1 904. 

tariff,  trusts,  labor,  transporta- 

tion. 

3 

39- 

Summary  and  Review  of  Ameri- 
can History. 

1 

Outline  of  American   History        293 


OUTLINE   OF   AMERICAN    HISTORY 

I.    Discovery  and  Explorations  before  1607. 
i.   The  Land  and  its  Resources. 

a.  Physical  features. 

b.  Effect  of  this  environment. 

c.  Availability  of  land   of  United  States  for  building  a 

nation. 
References  : 

Brief  Accounts  :  Fisher,  Colonial  Era,  1-4. 

Thwaites,  Colonies,  2-7. 

Doyle,  English  Colonies  in  America,  I  ("  Virginia," 
etc.),  5-8. 

Channing,  U.S.A.,  1765-1865,  5-8. 

Longer  Accounts  :  Channing,  Students'  History  of  the 
United  States,  1-18.     Farrand,  Basis  of  Amer.  History. 

Bryce,  American  Commonwealth,  abridged  edition, 
Ch.  58.  Brigham,  Geographic  Influences  in  American 
History. 

Article  by  Shaler  in  Winsor,  America,  IV,  i-xxx. 

Whitney,  article  "  The  United  States,"  in  Encyclopaedia 
Britannica,  9th  edition ;  also  Whitney,  United  States. 
Semple,  Am.  Hist,  and  its  Geographic  Conditions. 

Maps  : 

In  text-books,  e.g. :  Channing,  Students'  History. 
Johnston,  High  School  History.  McLaughlin,  History 
of  the  American  Nation.  Fisher,  Colonial  Era.  Thwaites, 
Colonies  (also  same  map  in  Hart,  Epoch  Maps).  Frye, 
Geography,  relief  maps,  32,  34,  35.  U.  S.  Geological 
Survey  map. 
Map  Work: 

Indicate  on  outline  map  the  most  important  physical 
features. 
Remark : 

At  the  beginning  of  this  course  the  pupil  is  cautioned 
that  he  is  not  expected  to  read  all  the  references  given. 


294  American   History 


They  are  given  to  afford  some  choice,  so  that  a  pupil 
may  use  the  reference  or  references  that  are  most 
interesting  and  useful ;  also  in  order  that  on  any  special 
topic  he  may  find  as  much  as  possible,  if  he  desires  to 
look  it  up,  or  has  it  especially  assigned  to  him. 
2.   Discovery  of  America. 

How  and  why  it  came  then.     Results  and  their  impor- 
tance. 

a.  Why  the  Norse  discoveries  were  in  no  sense  a  true  dis- 

covery of  America.  Fiske,  Discovery  of  America,  I, 
253-260. 

b.  European  conditions  at  close  of  15th  century  leading  to 

discovery.  Fiske,  Discovery  of  America,  I,  Ch.  iii, 
especially  pp.  272-294. 

c.  Columbus :  his  early  career  and  how  it  trained  him  for 

discovery;  ideas,  attempts.  Pick  out  facts  from 
Irving,  Columbus ;  or  Fiske,  Discovery  of  America, 
or  Higginson. 

d.  The  discovery.     Hart,  Contemporaries,  I,  Nos.  17  and 

19,  interesting  extracts  from  Columbus's  own  ac- 
counts; Old  South  Leaflets,  No.  29.  from  the  life 
of  Columbus  by  his  son. 

e.  Columbus's  character  and  place  in  history.     Compare 

accounts  in  Fiske,  Discovery,  and  Winsor,  Columbus  ; 
or  use  Irving,  Columbus. 
/.  Conclusion :  the  importance  of  the  discovery ;  its  effect 
on  commerce,  colonies,  wars,  diplomacy,  industrial 
life.  Interesting  suggestions  in  Seeley,  Expansion 
of  England,  Chs.  v,  vi. 
Additional  Topic : 

The  naming  of  America.     Winsor,  America.     Fiske, 
Discovery  of  America.   Bourne,  Spain  in  America,  Ch.  vii. 
References : 

Brief  Accounts  :  Fisher,  Colonial  Era,  Ch.  iii. 
Higginson,  Larger  History,  Ch.  iii. 
Longer  Accounts  j  Fiske,  Discovery  of  America(brilliant 
and  interesting ;  read  especially  in  Chs.  iii  and  v  of  Vol.  I) . 


Outline  of  American   History        295 

Cheyney,  European  Background  of  Amer.  Hist.,  i-v. 

Higginson,  Explorers.     Thacher,  Columbus. 

Irving,  Columbus.     Markham,  Columbus. 

Bryant  and  Gay,  Popular  History,  I,  92-100. 

Winsor  in  his  America,  II,  1-23 ;  and  his  Columbus 
(very  critical).    Bourne,  Spain  in  America,  Chs.  i-iv,  vii. 

Stimulating  picture  in  Lowell's  poem,  Columbus. 

Sources :  Interesting  material  in  Hart,  Contempora- 
ries, I,  Nos.  17  and  19. 

American  History  Leaflets,  No.  1 . 

Old  South  Leaflets,  Nos.  29  and  33. 
Special  Map  Work: 

On  an  outline  map,  trace  Columbus's  first  voyage, 
indicating  dates  when  points  were  reached. 
3.   Explorations  and  Early  Settlements,  before  James- 
town, 1 492- 1 607. 

a.  Spanish  :  objects  ;  regions  ;  reasons  for  failure. 

b.  French  :  objects  ;  regions  ;  reasons  for  failure. 

c.  English  :  objects  ;  regions  ;  reasons  for  failure. 
Additional  Topics  : 

A.  Character  of  Spanish  rule.  Read  Fiske,  Discovery 
of  America,  I,  554-567 ;  or  Thwaites,  Colonies,  42-43, 
47-48;  or  Doyle,  English  Colonies  ("Virginia"),  I,  76- 
82.     Favorable,  Lummis,  Spanish  Pioneers. 

B.  The  contest  between  the  Huguenot  and  Spanish 
colonies  in  Florida.  Read  the  thrilling  account  in 
Chs.  vii-x  of  Parkman's  brilliant  Pioneers  of  France. 
Who  eventually  reaped  the  real  fruits  of  the  rivalry? 

C.  Spanish  motives  and  policy:  Columbus's  thirst 
for  gold,  Hart,  Contemporaries,  I,  No.  19.  Cortez's 
capture  of  Montezuma,  do.,  No.  21.  Pizarro's  conquest 
of  Peru  (told  by  his  brother),  do.,  No.  22.  Coronado's 
march,  Hart,  Source  Book,  No.  3  (or  longer  accounts  in 
American  History  Leaflets,  No.  13,  or  Old  South  Leaflets, 
No.  20).     Roscher,  2-10. 

D.  The  Elizabethan  Seamen ;  their  character  and 
work.     Interesting  accounts  in  either  Higginson,  Larger 


296  American   History 


History,  84-107,  or  in  his  "  Explorers,"  or  in  Fiske, 
Old  Virginia,  I,  15-33.     The  interesting   story  of 
Drake's  voyage  around  the  world,   by   one  of  his 
company,  is  in  Hart,  Contemporaries,   I,  No.  30 ; 
briefer,  Hart,  Source  Book,  No.  4. 
E.    The  Spanish  Armada,  and   Spain's   loss   of  sea 
power.     Fiske,  Old  Virginia,  I,  33-40,  or  Green's  Short 
History  of  England,  417-420,  or  any  good  account  in  an 
English  History,  e.g.  Gardiner,  II,  458-464,  or  Creighton, 
Age  of  Elizabeth,  1 81-186,  or  Larned,  322-328.     Why  is 
this  event  important  in  American  history? 
General  References : 

Brief  Accounts  :  Thwaites,  Colonies,  Ch.  ii. 
Fisher,  Colonial  Era,  Ch.  iii. 

Longer  Accounts  :  Higginson,  Larger  History,  Chs.  ii-v. 
Bryant  and  Gay,  I,  Chs.  vii-x. 

Bancroft,  History,  I,  Chs.  i-v.  Tyler,  England  in 
America. 

Doyle,  English  Colonies  in  America,  I  ("Virginia"), 
Chs.  iv-v,  101-104.  Bourne,  Spain  in  America,  Chs. 
ix-xv. 

Fiske,  Discovery  of  America  (Spanish). 
Parkman,  Pioneers  of  France  in  the  New  World. 
Fiske,  Old  Virginia  and  Her  Neighbors,  Ch.  i  (Eng- 
lish), 1-55.     Lummis,  Spanish  Pioneers. 

Winsor,  America,  II,  Chs.  iv,  v,  vii;  III,  Chs.  ii.  iv; 
IV,  Ch.  ii.     Roscher,  Spanish  Colonial  System. 

Sources :    Hart,  Contemporaries,  I,  Chs.   iii-v ;  espe- 
cially Nos.  19,  21,  22,  30,  31,  33,  36. 
Hart,  Source  Book,  Nos.  3,  4. 
American  History  Leaflets,  No.  13. 
Old  South  Leaflets,  Nos.  20,  33,  35. 
Map  Work: 

a.  (For  all.)     The  regions  discovered  or  explored   by 

each  nation  to  be  pointed  out  on  map. 

b.  (Special.)     On  outline  map  of  world,  represent  voy- 

ages of  Columbus,  Cabots,  Vasco  da  Gama,  Magellan, 


Outline  of  American   History         297 

Verrazano,  Drake,  with  dates,  and  in  colors  {e.g. 
Spanish,  yellow ;  English,  red  ;  French,  blue).  At- 
lases :  Gardner,  Eng.  Hist.  Atlas,  No.  25,  Putzger, 
Droysen,  etc.  Frye,  Geography,  Plate  X.  Bryce, 
Comprehensive  Atlas,  No.  76.     See  also  text-books. 

c.  On  outline  map  of  United  States,  show  in  colors  (as 

above)  the  explorations  or  settlements  of  Spanish 
(De  Leon,  Cortes,  Pizarro,  De  Vaca,  Coronado,  De 
Soto,  and  at  St.  Augustine)  ;  French  (Cartier, 
Huguenot  colonies,  Acadia)  ;  English  (Raleigh  col- 
onies).    Atlases  as  above. 

d.  Map  of  world  showing  Spanish  possessions  after  seiz- 

ure of  Portugal  (1580),  Coman  and  Kendall,  Eng- 
lish History,  258. 
II.   Southern  Colonies,  1607-1760. 

4.   Virginia,  a  Typical  Southern  Colony. 

a.  New  motives  and  methods  of  colonization  in  17th  cen- 

tury; very  brief  in  Thwaites,  Colonies,  65-66,  or 
Fisher,  Colonial  Era,  31-32.  Fuller  and  more  sug- 
gestive accounts  in  McLaughlin,  American  Nation, 
33-36?  or  Doyle,  English  Colonies,  I  ("Virginia"), 
101-104,  108-109. 

b.  Reasons  for  early  failures  in  Virginia,  1607-1619. 

Sources :  Hart,  Contemporaries,  I,  No.  61  (character 
colonists).  Smith's  "  Rude  Answer,"  quoted  in  Fiske, 
Old  Virginia,  I,  125-128  (Smith's  works,  ed.  Arber, 
442-445).  Smith's  "True  Relation,"  American  His- 
tory Leaflets,  No.  27  (especially  4-60). 

Brief  Account :  Fisher,  Colonies,  32-42. 

Longer  Accounts  :  Eggleston,  Beginners  of  a  Nation, 
in  Ch.  i-iii  (especially  27  and  following,  59  and  follow- 
ing, 74-84  —  a  charming  book).  Fiske's  interesting  Old 
Virginia  and  Her  Neighbors,  I,  iii-v  (especially  120- 
128,  142,  146,  149-160,  166,  etc.).  Doyle,  Colonies,  I, 
109-156.     Tyler,  England  in  America,  Ch.  iv. 

c.  Reasons  for  greater  success,  161 9-1 624,  under  leader- 

ship of  Sandys  and  Southampton,  and  party  opposed 


298  American   History 


to  absolutism.  Good  account  in  Eggleston,  Begin- 
ners of  a  Nation,  Ch.  ii  (especially  53-59,  86-89). 
Fiske,  Old  Virginia,  I,  184-190;  II,  243-246.  Doyle, 
English  Colonies,  I  ("Virginia1'),  156-162,  167. 
Winsor,  America,  III,  142-145.  Gay,  Bryant's  Popu- 
lar History,  I,  305-307.  Tyler,  Ch.  v. 
Sources :  Hart,  Contemporaries,  Vol.  I,  No.  65  (As- 
sembly, 1 61 9).  MacDonald,  Charters,  No.  6  (Ordi- 
nance of  1 621)  ;  same  in  Preston,  Documents,  32. 

d.  Labor  question :  early  troubles ;  indented  white  ser- 
vants and  negro  slaves.  Eggleston,  Beginners,  in 
Chs.  ii-iii.     Fiske,  Old  Virginia,  II,  176-203. 

Sources :  Hart,  Contemporaries,  in  Nos.  70,  86,  87 
(especially  239-240,  301,  303-304).  Source  Book,  No. 
35.  (For  most  detailed  information,  consult  Bruce, 
Economic  History  of  Virginia  in  17th  Century,  in  Chs. 
iv  and  ix,  or  use  index.) 

e.  Development  of  representative  government  and  spirit 
of  independence,  after  annulling  of  charter,  1624. 

(1)  Self-government  during  Puritan  supremacy  in 
England. 

Sources :  Hart,  Contemporaries,  No.  69  (articles 
agreed  on).  Read  also  Doyle,  English  Colonies,  I 
("Virginia"),  223. 

(2)  Bacon's  Rebellion,  causes,  changes  proposed, 
results.  Fiske,  Old  Virginia,  II,  95-107  (shows  sig- 
nificance). Full  account  in  Doyle,  Colonies,  I 
("Virginia"),  ix  (especially  247-253). 

Source:  Hart,  Contemporaries,  I,  No.  71  (hostile 
to  Bacon). 

(3)  Quarrels  between  assemblies  and  governors ; 
the  subjects,  the  significance.  Thwaites,  Colonies, 
75,  271-273.  Lodge,  Colonies,  in  Ch.  i  (e.g.  15,  19-20, 
25-30,  etc.). 

f.    Pictures  of  Virginia : 

(1)  In  1624;  Fiske,  Old  Virginia,  I,  Ch.  vii,  espe- 
cially 223-231,  246-250. 


Outline  of  American  History         299 

(2)  In  1649;  Fiske,  Old  Virginia,  II,  1-5;  compare 
Hart,  Source  Book,  No.  34. 

(3)  In  167 1 ;  Governor  Berkeley's  official  report  in 
Hart,  Contemporaries,  I,  No.  70. 

g.  For  all  pupils.  Government  of  Virginia,  a  typical  royal 
colony.  Fiske,  Civil  Government,  57-67,  145,  146, 
155  (or  equivalent).  Fiske,  Old  Virginia,  II,  36-44 
(a  reprint,  with  a  few  verbal  changes,  of  his  Civil 
Government,  60-67).  Fuller  details  can  be  found  in 
Fiske,  Old  Virginia,  I,  185-188,  226-228,  243-250 
(Assembly);  237-243  (relation  to  crown).  Lodge, 
Colonies,  44-50,  58,  59. 
Map  Work: 

a.  Physical  features. 

b.  Counties,  with  dates,  illustrating  westward  movement. 

(Fiske,  Virginia,  II,  frontispiece.) 
Additiotial  Topics : 

A.  John  Smith  as  adventurer,  governor,  and  histo- 
rian. Read  his  "True  Relation,"  American  History 
Leaflets,  No.  27.  On  his  credibility,  Winsor,  America, 
III,  161,  and  note  4;  or  Charles  Dean,  Introduction  to 
ed.  "  True  Relation  " ;  or  Eggleston,  Beginners,  61-63  5 
unfavorable.  Fiske,  Old  Virginia,  I,  1 02-1 12;  or  in 
Atlantic  Monthly,  1891  ;  favorable. 

B.  Education,  including  William  and  Mary  College. 
Governor  Berkeley's  ideas,  Hart,  Contemporaries,  I,  241. 
Fiske,  Old  Virginia,  I,  231-236 ;  II,  1 16-130  (Rules,  etc., 
124-127). 

C.  Political  and  economic  effects  of  cultivation  of 
tobacco.  Fiske,  Old  Virginia,  I,  176,  231,  242,  243  ;  II, 
in,  174,  176,  210;  or  consult  index  to  Doyle,  Virginia 
(especially  see  192,  193),  or  to  Bruce,  Economic  History 
of  Virginia  in  17th  Century. 

D.  "The  Coming  of  the  Cavaliers."  Fiske,  Old 
Virginia,  II,  x,  especially  6-29. 

E.  "  Westward  Growth  of  Old  Virginia,"  and  settle- 
ment of  the  Shenandoah  Valley.  Fiske,  Old  Virginia, 
II,  383-400,  and  consult  map  opposite  title  page. 


300  American  History 


F.   Virginia  life  in  18th  Century.     Lodge,  Colonies, 
Ch.  ii ;    or  Fiske,  Old  Virginia,  II,  xiv. 
Maryland. 

a.  (For  all.)     Government  of  Maryland,  a  typical  proprie- 

tary colony.  Fiske,  Civil  Government,  150,  151  ;  or 
equivalent,  e.g.  Winsor,  America,  III,  520-522;  or 
Fiske,  Old  Virginia,  I,  269,  270 ;  or  Lodge,  Colonies, 
113,  114.     , 

The  following  may  be  used  for  additional  informa- 
tion or  special  reports  as  desired  : 

Sources:  MacDonald,  Charters,  No.  13  (Balti- 
more's charter).  Accounts  of  how  the  provisions  of 
charter  were  carried  out,  in  Fiske,  Old  Virginia,  I, 
281-285,  or  in  Lodge,  Colonies,  114-116. 

b.  Development  of  representative  government  in  Maryland. 

Brief  Accounts :  Fiske,  Old  Virginia,  I,  283-285  ; 
alternate  references,  Thwaites,  Colonies,  83,  84,  or 
Fisher,  Colonies,  67-68. 

Longer  Account  :  Doyle,  "Virginia,"  285,  286-291. 
(Compare  with  establishment  of  representation  in 
Virginia.) 

c.  Religious  toleration  in  Maryland. 

(1)  Provision  of  charter  and  desire  of  Lord  Balti- 
more. Read  Fisher,  Colonies,  64-65 ;  or  Fiske,  Old 
Virginia,  I,  270-272  (or  more  full  and  interesting  ac- 
count in  Eggleston,  Beginners,  234-241),  and  247-248 
in  Hart,  Contemporaries,  Vol.  I. 

(2)  The  Toleration  Act  of  1649.  Read  the  act  in 
Hart,  Contemporaries,  I,  No.  84,  and  notice  in  what 
ways  it  did  not  give  complete  toleration.  (See  com- 
ments in  Doyle,  "  Virginia,11  305 ;  or  Eggleston, 
Beginners,  256-257).  Fiske,  Old  Virginia,  I,  309- 
311,  quotes  pertinent  sections  and  comments  on 
them. 

(3)  What  is  said  about  religion  and  religious  free- 
dom in  the  Constitution  of  the  United  States,  and 
in   the   constitution  of   your  own   state?      Compare 


Outline  of  American   History        301 

with  the  provisions  of  the  "  Toleration  Act " 
of  1649.  (Constitution  of  the  United  States  is 
in  many  text-books  on  History  or  Civil  Govern- 
ment; in  American  History  Leaflets,  No.  8;  Old 
South  Leaflets,  No.  I ;  MacDonald  Documents, 
No.  5,  etc.) 

d.   "  Some  characteristics  of  Maryland." 

Very  brief  in  Fisher,  Colonial  Era,  74-75  ;  better  in 
Fiske,  Old  Virginia,  II,  267-269.  Comparison  with 
Virginia,  Lodge,  Colonies,  Ch.  iv,  especially  112,  115, 
117,  125,  131. 

Source:     Hart,    Contemporaries,    I,   No.   76,   "A 
Character  of  the  Province  of  Maryland,  1666,"  enter- 
taining, though  overdrawn. 
6.   Carolinas    and    Georgia,    the    Southern     Frontier 

Colonies. 

a.  Independent  spirit  in  the  Carolinas.      Fiske,  Old  Vir- 

ginia, II,  283,  286-287,  292,  294,  297,  307-308;  or 
the  less  complete  account  in  Fisher,  Colonial  Era, 
79,  81,  294,  295,  298-299;  or  Lodge,  Colonies,  Chs. 
v,  vii. 

b.  The  frontier  life  of  North  Carolina.      Fiske,  Old  Vir- 

ginia, etc.,  II,  270-271,  309-322,  332-333  5  or  in  Lodge, 
Colonies,  Ch.  vi.  How  did  North  Carolina  differ  from 
Virginia  in  its  life  and  the  character  of  its  settlers? 

c.  Life  in  South  Carolina.     Fiske,  Old  Virginia,  II,  308- 

309,  322-333;  or  in  Lodge,  Colonies,  Ch.viii.  How 
did  South  Carolina  differ  from  Virginia  in  its  life  and 
the  character  of  its  settlers  ?  how  from  North  Carolina 
in  these  respects? 

d.  Georgia :  its  twofold  object ;  its  services ;  its  character- 

istics.    Fiske,  Old  Virginia,  II,  333-336;  or  Lodge, 
Colonies,  in  Chs.  ix  and  x,  especially  pp.  189,  191- 
194,  203-204. 
Additional  Topic: 

A.   Puritans  in  the  Southern  Colonies.     Fiske,  Old 
Virginia,  etc.,  II,  336-337  5  in  Virginia,  I,  301-302;  II, 


302  American  History 

17 ;  in  Maryland,  I,  31 1-318 ;  II,  150 ;  in  South  Carolina, 
II,  322-323. 
General  References : 

Brief  Accounts  :  Thwaites,  Colonies,  89-95  ;  or  Fisher, 
Colonial  Era,  Chs.  vi,  xix,  xx. 

Longer  Accounts  :  Fiske,  Old  Virginia  and  her  Neigh- 
bors, Ch.  xv.     Lodge,  Colonies,  Chs.  v,  vi,  vii,  viii,  ix. 
Bryant  and  G*y,  II,  xii,  xv;  III,  iv,  vi. 
III.    New  England  (1620-1760). 

7.  Beginnings  of  Colonization  of  New  England.  Char- 
acter and  Aims  of  Puritans,  Pilgrims,  and  Plym- 
outh Colony. 

a.  Origin  and  aims  of  English  Puritans  (before  1608)  ; 
special  ideas  of  the  Separatists.  Treatment  of  the 
Puritans  by  Elizabeth  and  James  I.  How  the  Sepa- 
ratists around  Scrooby  became  Pilgrims.  Why  the 
Pilgrims  left  Holland  (selections  from  Bradford's  His- 
tory in  American  History  Leaflets,  No.  29,  or  Hart, 
Contemporaries,  I,  No.  97).  Mayflower  Compact. 
Landing  and  settling  at  Plymouth.  Early  govern- 
ment and  life. 
References : 

Brief  Accounts:  Fisher,  Colonial  Era,  85-99  (clear 
and  useful).     Thwaites,  Colonies,  1 13-124. 

Longer  Accounts :  Fiske,  Beginnings  of  New  England, 
Ch.  ii,  gives  an  interesting  discussion  of  the  rise  of  Puri- 
tanism and  the  significance  of  the  Pilgrim  settlement. 
Eggleston,  Beginners  of  a  Nation,  98,  and  following. 
Doyle,  Puritan  Colonies,  I,  ii  (especially  13-15  and 
27-74)  gives  a  very  careful  account.  William  Bradford, 
for  twenty-nine  years  a  governor  of  the  colony,  gives  a 
charming  picture  of  Pilgrim  character  and  acts  in  his 
History  of  "Plimouth  Plantation.1'  Interesting  extracts 
are  given  in  Hart,  Contemporaries,  I,  Nos.  49  and  97- 
100,  and  also  in  American  History  Leaflets,  No.  29. 
An  edition  of  Bradford's  History,  with  facsimiles  of 
several  pages  of  his  manuscript,  a  picture  of  the  book, 


Outline  of  American   History         303 

and  the  story  of  the  return  of  the  manuscript  from  Eng- 
land to  Massachusetts  in  1897,  was  published,  and  is 
sold  by  the  State  of  Massachusetts  at  $1.00. 

[Note.  —  Alternate  references  (or  additional  information  if  desired)  : 
Winsor,  America,  III,  Ch.  viii  (illustrated) ;  Bryant  and  Gay,  I,  Chs.  xiv, 
xv ;  Bancroft,  I,  182-214;  Bancroft,  Part  I,  Ch.  xii.  Still  further  refer- 
ences to  special  works  and  "  Sources "  in  Channing  and  Hart,  Guide, 
sections  111-112.     See  also  below,  General  References,  end  of  section  9.] 

8.   Early  Massachusetts. 

A  typical  New  England  colony,  1624-1650.  Objects 
(religious,  political,  economic).  Character  of  government 
and  life. 

a.  Causes  and  character  of  the  Puritan  exodus  to  Massa- 

chusetts in  1630.  Fisher,  Colonial  Era,  100-102, 
108-110.  Fiske,  Beginnings  of  New  England,  97- 
101,  140-148.  Eggleston,  Beginners  of  a  Nation, 
191-205.  Winthrop's  "Conclusions  for  the  Planta- 
tion in  New  England  "  (Old  South  Leaflets,  No.  50). 
(Read  at  least  one.) 

b.  Founding   of  Massachusetts:     charter,  how   obtained, 

provisions;  Cambridge  agreement,  transfer;  settle- 
ment of  Boston  and  adjoining  towns.  Charter  in  Old 
South  Leaflets,  No.  7,  or  MacDonald's  Charters,  No. 
8,  Excellent  account  in  either  Fiske,  New  England, 
93-97,  101-104;  or  Fisher,  Colonial  Era,  102-103, 
1 08- 1 12;  or  Eggleston,  Beginners  of  a  Nation, 
205-212. 

c.  Rise  of  representative  government   in   Massachusetts, 

163 1- 1650.  Read  Hart,  Contemporaries,  I,  No.  107 
(extract  from  Winthrop).  See  also  Fiske,  New 
England,  105-108.  Longer  in  Doyle,  Puritan  Col- 
onies, I,  103-m,  253-256. 

d.  The  threefold  danger,  1634- 1636.     Fiske,  New  England, 

111-123  (interesting  and  suggestive). 
A    Local   government    in   Massachusetts,   its   origin    and 
form,   town-meeting,   and   selectmen.      Fiske,   Civil 


304  American  History- 

Government,  Ch.  ii.  Doyle,  Puritan  Colonies,  II,  7- 
17,  25.  Channing,  Town  and  County  Government, 
in  Johns  Hopkins  University  Studies,  II,  No.  10. 
Mass.  Hist.  Soc.  Proceedings,  Second  Series,  VII 
(" Genesis  of  Mass.  Towns").  Records  of  Boston 
Town  Meeting,  1729,  Hart,  Source  Book,  No.  52. 
Of  Providence,  1720-1721,  Hart,  Contemporaries,  II, 
No.  78.  (Get  and  use,  if  possible,  early  records  of 
your  own  town.) 
f.  Education,  morals,  and  religion  in  Massachusetts  in 
17th  century.  (May  be  subdivided  into  three  topics.) 
Doyle,  Puritan  Colonies,  II,  66-97.  Thwaites,  Col- 
onies, in  Ch.  viii.  A  quaint  picture  of  the  founding 
and  early  regulations  of  Harvard  College  is  in  Hart, 
Contemporaries,  I,  No.  137.  Church  services,  in 
Hart,  Source  Book,  No.  29. 
9.   New  England,  1 636-1 760. 

Typical  development  of  American  institutions. 

Expansion  (by  Expulsion  and  Emigration).     Written  Con- 
stitutions. 

a.  Founding  of  Providence  and  Rhode  Island,  1636-1640. 

Fiske,  New  England,  1 14-120  (or  Fisher,  114-116, 
123-124).  Longer,  Doyle,  Puritan  Colonies,  I,  113— 
140,  179-190.  Roger  Williams's  account  in  Hart, 
Contemporaries,  I,  115. 

b.  Founding  of  Connecticut.     Fiske,  New  England,  122- 

128.  Fisher,  Colonial  Era,  126-131.  Thwaites,  Col- 
onies, 140-144.  Eggleston,  Beginners  of  a  Nation, 
315-326.  Describe  the  provisions  of  the  first  popu- 
lar written  constitution,  "The  Fundamental  Orders 
of  Connecticut,"  1638-1639,  from  the  text  in  Hart, 
Contemporaries,  I,  No.  120,  or  in  MacDonald,  Char- 
ters, No.  14,  or  Old  South  Leaflets,  No.  8. 

c.  Founding  of  New  Haven  :  aims  of  founders,  difference 

between  their  government  and  that  of  Connecticut, 
the  blue  laws.     Fiske,  New   England,   134-137  ;  or 


Outline  of  American   History        305 

Fisher,  Colonial  Era,  129-130  ;  or  Thwaites,  Colonies, 
144-146.  Longer:  Doyle,  Puritan  Colonies,  I,  190- 
200.  "True  Blue  Laws  "  of  1675  in  Hart,  Contem- 
poraries, I,  No.  144.  The  Fundamental  Articles  of 
New  Haven  may  be  found  in  MacDonald,  Charters, 
No.  16. 

d.  The  Northern  settlements,  later,  New  Hampshire  and 

Maine  :  reasons  for  settlements  ;  character ;  relations 
to  Massachusetts.  Thwaites,  Colonies,  150-153,  173- 
174.  Longer:  Doyle,  Puritan  Colonies,  1,201-219. 
Hart,  Contemporaries,  I,  Nos.  124,  125,  are  interest- 
ing but  somewhat  prejudiced  accounts  of  English 
commissioners  and  travellers.  Extract  from  Win- 
throp,  in  Hart,  Source  Book,  No.  21. 

Federation. 

e.  The  New  England  Confederation,  1643  :  articles,  admin- 

istration, services.  Read  and  describe  the  Articles 
in  American  History  Leaflets,  No.  7,  or  MacDonald, 
Charters,  No.  19;  also  the  "Proceedings  of  the  First 
American  Federation,11  in  Hart,  Contemporaries,  I, 
No.  129.  A  brief  suggestive  treatment  in  Fiske, 
New  England,  155-162;  or  read  Thwaites,  Colonies, 
154-164.  Longer:  Bancroft,  1,289-310.  Frothing- 
ham,  Rise  of  Republic,  Ch.  ii.  Doyle,  Puritan  Colo- 
nies, I,  220-319. 

Relation  with  Subject  Races,  and  with  Quakers  and 
Witches. 

f.  New  England  treatment  of  the  Indian  in  17th  century: 

land,  trade,  missionary  work,  Pequot  war.  Fiske, 
New  England,  199-210  (very  briefly  in  Thwaites, 
Colonies,  136-137,  170-172).     Bancroft,  I,  382-386. 

g.  The  effect  of  the  Indian  as  neighbor  and  enemy  on  the 

colonist.  Fiske,  New  England,  226-229,  236-241 
(Philip's  war).     An  excellent  brief  but  comprehen- 


306  American   History 

sive  account  in  Doyle,  "Virginia,"  iii,  10-17.  Hig- 
ginson,  Larger  History,  169-178.  (Note  power  and 
limitation  of  Indian  as  righting  man.) 

h.  Treatment  of  Quakers  by  Massachusetts.  Fiske,  New 
England,  1 79-191.  Bancroft,  I,  312-315.  Longer: 
Doyle,  Puritan  Colonies,  II,  98-114.  Hallowell, 
Quaker  Invasion  of  Massachusetts. 

i.  Witchcraft  delusion.  Thwaites,  Colonies,  190-192;  or 
Fisher,  Colonial  Era,  220-222.  Doyle,  Puritan  Col- 
onies, II,  298-311.  Fiske,  New  France  and  New 
England,  Ch.  v. 

Self-Government  and  Independent  Spirit. 

j.  Overthrow  of  the  Massachusetts  charter.  Fiske,  New 
England,  253-267.  Longer :  Doyle,  Puritan  Colonies, 
I,  190-225. 

k.  The  tyranny  of  Andros  and  the  Revolution  of  1689. 
Fiske,  New  England,  267-278.  Longer :  Doyle,  Puri- 
tan Colonies,  II,  230-272. 

/.  Independent  attitude  of  Massachusetts  toward  English 
government,  1 630-1 760.  Find  examples  in  the  text- 
book and  in  books  referred  to  above  (or  other  stand- 
ard works,  see  below),  e.g.  in  Winthrop's  attitude; 
in  actions  in  1634,  1636,  1643,  1661,  1664,  1689. 
m.  Provincial  New  England,  1 692-1 760:  contests  with 
royal  governors  ;  paper  money ;  commerce  ;  Harvard 
and  Yale ;  the  "  Great  Awakening ;  "  literature. 
Fisher,  Colonial  Era,  Chs.  xiii,  xxi ;  or  Winsor,  in 
America,  V,  Ch.  ii  (very  valuable)  ;  or  in  other  stand- 
ard histories  (see  below)  ;  or  pick  out  significant 
facts  in  Lodge,  Colonies,  360-368,  392-395,  400-405, 
471.  ("Great  Awakening,"  Hart,  Source  Book,  No. 
42 ;  Fiske,  New  France  and  New  England,  Ch.  vi.) 

Self-Government  —  Democratic  Spirit  — Public  Schools. 
n.   Colonial  governments  of  New   England.      (For  all.) 
Fiske,  Civil  Government,  146-149,  154-156.     Lodge, 
Colonies,  412-418.     (Local  government,  see  8,  e.) 


Outline  of  American   History        307 

o.    Social   and   economic   conditions  in  <New  England  in 
1760  (including  education).    Lodge,  Colonies,  Ch.  xxii. 
Additional  Topics : 

A.  John  Winthrop  :  his  character  and  his  statesman- 
ship. Twichell,  John  Winthrop ;  or  the  standard  life 
by  Robert  C.  Winthrop.  Read  parts  of  Winthrop's 
History  of  New  England ;  or  read  extracts  in  Hart, 
Contemporaries,  I,  No.  107;  Old  South  Leaflets,  Nos. 
50,  66;  Hart,  Source  Book,  Nos.  21,  28. 

B.  The  Body  of  Liberties,  1641,  the  first  New  Eng- 
land code  of  laws,  compared  with  Magna  Carta. 
American  History  Leaflets,  No.  25,  including  compari- 
son with  Magna  Carta  by  Winthrop  and  others.  Also 
printed  text  with  facsimile  of  manuscript,  in  Whitmore, 
Colonial  Laws  of  Massachusetts  Bay,  1660;  published 
1889.  (Also  in  his  "Bibliographical  Sketch,"  etc., 
1890.) 

C.  Why  was  Roger  Williams  banished  from  Massa- 
chusetts ?  Eggleston,  Beginners  of  a  Nation,  266-306 
Doyle,  Puritan  Colonies,  II,  1 13-126.  H.  M.  Dexter, 
As  to  Roger  Williams.  Diman,  in  Narragansett  Club 
Publications,  II.  See  account  in  Winthrop's  History 
of  New  England.     Mass.  Hist.  Soc.  Proa,  1873. 

Map   Work: 

New  England  in  17th  century  :  Indicate  rivers, 
chief  towns  mentioned  in  reading,  boundaries  of  colonies, 
location  of  chief  Indian  tribes.  (To  be  marked  1650  or 
1700,  according  to  map  followed.)  1650  in  McLaughlin, 
History  of  American  Nation,  93,  and  in  Doyle,  Puritan 
Colonies,  I.  In  Seventeenth  Century,  Fiske,  facing 
title  page.  In  1700,  Thwaites,  Colonies,  Map  3  (same 
in  Hart,  Epoch  Maps),  showing  clearly  the  boundaries 
after  charter  of  1691.  Doyle,  Puritan  Colonies,  II, 
facing  title  page. 
General  References  (For  New  England  Colonies)  : 

Brief  Accounts  :  Fisher,  Colonial  Era,  Chs.  vii,  viii,  xiii. 
Thwaites,  Colonies,  Chs.  vi-viii. 


308  American   History 

longer  Accounts  :  (Special  works  on  New  England,  or 
portions  of  colonial  history).  Fiske,  Beginnings  of 
New  England.  Eggleston,  Beginners  of  a  Nation. 
Doyle  (English  Colonies  in  America),  Puritan  Colonies. 
Lowell,  "New  England  Two  Centuries  Ago"  (in  his 
"Among  My  Books  ").  Weeden,  Economic  and  Social 
History  of  New  England.  Palfrey,  History  of  New 
England.  Lodge,  Short  History  of  English  Colonies  in 
America.  Winsor,  Memorial  History  of  Boston.  Chey- 
ney,  European  Background  of  American  History,  Chs. 
viii,  xii-xvi.  Tyler,  England  in  America,  Chs.  ix-xix. 
Andrews,  Colonial  Self-Government,  Chs.  iii,  xvi-xix. 
Fiske,  New  France  and  New  England. 

General  Works  :  Bancroft,  History,  Pt.  I,  Chs.  xiii-xv ; 
Pt.  II,  Chs.  ii-vi,  xvii-xviii ;  Pt.  Ill,  Ch.  iii.  Bryant  and 
Gay,  I,  xx-xxi ;  II,  i-v,  viii ;  III,  v,  viii.  Frothingham, 
Rise  of  the  Republic,  Chs.  ii-iii.  Hildreth,  History  of 
the  United  States.  Winsor,  America,  III,  vii-ix; 
V,  ii. 

Sources:  Hart,  Source  Book,  Nos.  17,  19,  21,  28-31, 
42,  52.  Hart,  Contemporaries,  I,  xiv,  xvi,  xxi;  II, 
iii,  etc.  American  History  Leaflets,  Nos.  7,  25.  Old 
South  Leaflets.  Winthrop,  History  of  New  England. 
Young,  Chronicles  of  Massachusetts.  For  topics  relat- 
ing to  the  colonial  history  of  their  own  state,  pupils  may 
be  interested  in  reading  more  fully  in  the  state  histories, 
viz. :  Massachusetts,  by  Governor  Hutchinson,  3  vols., 
to  1774;  or  Barry,  3  vols.,  to  1820.  Rhode  Island, 
Arnold,  2  vols. ;  or  Green,  Short  History.  Connecti- 
cut, Johnston  (Commonwealth  Series).  New  Hamp- 
shire, Belknap,  3  vols.  Maine,  Williamson.  For 
special  investigation  of  state  or  local  history,  there  is 
very  valuable  material  in  the  State  Historical  Societies' 
Collections,  and  in  town  histories  and  town  records. 
Additional  references  under  special  topics  may  be  found 
in  Channing  and  Hart,  Guide,  Sections  109-130,  and  in 
Larned,  Literature  of  American  History,  pp.  76-92. 


Outline  of  American  History        309 

IV.   Middle  Colonies,  1609-1760. 

10.  Dutch  and  English  in  New  York. 

a.  The  Dutch. 

(i)  Their  character  and  achievements  to  1609. 
Brief  Accounts :  in  European  or  General  Histories,  e.g. : 
Fisher,  Outlines,  414-416;  Adams,  European  History, 
334-338  ;  Robinson,  Introduction  to  History  of  Western 
Europe,  446-451.  Bancroft,  I,  475-481.  Fiske,  Dutch 
and  Quaker  Colonies,  I,  Ch.  ii.  Very  fully  and  with  dra- 
matic power  in  Motley,  Rise  of  Dutch  Republic ;  and  His- 
tory of  United  Netherlands.  Blok^  History  of  the  People 
of  the  Netherlands  is  a  work  of  careful  modern  scholar- 
ship by  an  eminent  Dutch  historian.  (See  Outline  of 
European  History,  pp.  176-177.) 

(2)  Dutch  discovery  and  settlement,  1609- 1626. 

(3)  Dutch  rule  in  New'  Netherland :  its  object, 
methods,  faults ;  relations  with  English,  Indians, 
Swedes ;  the  patroon  system ;  comparison  of  local 
government  with  that  in  Virginia  and  New  England ; 
survivals  of  the  Dutch  occupation. 

(4)  The  influence  of  the  Dutch  on  American  his- 
tory :  indirect  (on  Europe  and  England)  ;  direct  in 
America,  its  limited  nature  ;  comparison  with  influ- 
ence of  England.  Fiske,  Dutch  and  Quaker  Colonies, 
I,  Ch.  ii,  especially  30-34. 

b.  Conquest  of  New  York  by  the  English  :  object  and  im- 

portance. 

c.  The  English  in  New  York. 

(1)  Government  and  politics:  local  government 
under  Governor  Nicoll ;  representative  government 
under  Governor  Dongan  ;  Leisler's  rebellion  (political 
controversy) ;  Zenger  trial  (freedom  of  the  press) . 
Fiske,  II,  248-257.     Hart,  Contemporaries,  II,  No.  72. 

(2)  Social  and  economic  conditions  in  New  York 
in  the  18th  century.  Thwaites,  Ch.  x  (for  1700). 
Fisher,  Colonial  Era,  252-254.  Lodge,  Colonies, 
Ch.  xvii.     Fiske,  II,  Ch.  xv. 

Source :  Hart,  Contemporaries,  II,  No.  32. 


310  American   History 


Additional  Topics : 

A.  "  Of  the  Reasons  and  Causes  why  and  how  New 
Netherland  is  so  decayed,"  1650.  Hart,  Contemporaries, 
I,  No.  154. 

B.  Peter  Stuyvesant. 

C.  Old  Dutch  customs  in  New  Netherland. 

D.  The  struggles  of  the  Dutch  and  the  English  for  a 
•representative  assembly. 

E.  Reasons  for  greater  success  of  England  than  of 
Holland  as  a  colonizing  nation. 

F.  The  Iroquois  Confederacy.  See  index  to  Park- 
man. 

G.  New  York  in  the  Intercolonial  Wars.  See  refer- 
ences in  section  13. 

General  References : 

Brief  Accounts  :  Fisher,  Colonial  Era,  Chs.  ix  and  xiv. 
Thwaites,  Colonies,  196-207  and  Ch.  x. 

Longer  Accounts  :  Bryant  and  Gay,  I,  339-369, 429-475 . 
Lodge,  Colonies,  Chs.  xvi-xvii.  Winsor,  America,  IV,  Ch. 
viii ;  III,  Ch.  x;  V,  Ch.  iii.  Fiske,  Dutch  and  Quaker 
Colonies  in  America,  Chs.  i-xi,  xiii-xv,  xvii.  Andrews, 
Colonial  Self-Government,  Chs.  v-vi.  Parkman,  on  re- 
lations with  Indians  and  Canada;  consult  index,  e.g.  in 
Pioneers  of  France,  Count  Frontenac,  Jesuits  in  North 
America,  Old  Regime,  Half  Century  of  Conflict,  Montcalm 
and  Wolfe.  Palmer,  History  of  Lake  Champlain.  See 
also  histories  of  New  York  state  by  Brodhead,  Lossing, 
O'Callaghan,  Roberts,  Schuyler;  of  New  York  city,  by 
Lamb,  Booth,  Stone.  For  further  references,  see  Chan- 
ning  and  Hart,  Guide,  sections  104-105  ;  and  Larned, 
Literature  of  American  History,  pp.  92-100,  and  index. 

Sources  :  Hart,  Contemporaries,  I,  Chs.  xxii-xxiii ;  II, 
Nos.  32,  72.  Hart,  Source  Book,  Nos.  16,  22,  32,  45, 
50. 

For  the  valuable  material  in  the  collections  of  docu- 
ments published  by  the  state  of  New  York,  see  Channing 
and  Hart,  Guide,  112-113,  or  Larned,  Literature,  96. 


Outline  of  American   History        311 

Pennsylvania,   "A  Quaker    Experiment    in    Govern- 
ment."   New  Jersey  and  Delaware. 

a.  Colonial  New  Jersey:  occupation  by  the  English;  the 

Quaker  purchase ;  Penn's  purchase ;  East  and  West 
Jersey,  1674;  New  Jersey  as  a  crown  colony,  1702; 
character  of  the  people. 

b.  The  principles  of  the  "  Friends,'1  or  Quakers :  political, 

moral,  religious.  Best  brief  reference  is  Sharpless,  A 
Quaker  Experiment  in  Government,  Chs.  i-ii.  Ban- 
croft, I,  528-546.  Article  "  Quakers  "  in  Encyclopaedia 
Britannica. 

c.  Life  and  character  of  William  Penn.     Bancroft,  I,  556- 

563.  Fiske,  Dutch  and  Quaker  Colonies,  II,  114- 
139.  Lives  of  Penn,  by  Janney  or  Dixon.  Article 
"William  Penn,"  in  Dictionary  of  National  Biog- 
raphy. 

d.  The  founding  of  Pennsylvania. 

e.  The  Quaker  Constitution. 

Sources:  The  Frame  of  Government,  1682,  in  Mac- 
Donald,  Select  Charters,  No.  40 ;  Charters  and  Laws  of 
Pennsylvania  (edition  of  1879),  93~99  ?  Poore,  Charters 
and  Constitutions,  II,  15 18.  Charter  of  Privileges  of 
1 701,  MacDonald,  Charters,  No.  46. 

Brief  Accounts  :  Bancroft,  I,  561-571.  Fisher,  Colo- 
nial Era,  201-203.  Sharpless,  Ch.  iv.  Fiske,  Dutch  and 
Quaker  Colonies,  II,  151-155,  307-311. 

f.  The  Quaker  government,  1682-1756. 

(1)  Religious  and  civil  liberty. 

(2)  Relations  with  the  Indians.  Discriminating 
account  in  Sharpless,  Quaker  Experiment,  Ch.  vi. 

(3)  Quaker  attitude  toward  war.  Sharpless,  Quaker 
Experiment,  Ch.  vii. 

(4)  Extent  to  which  Quakers  controlled  the  govern- 
ment. Sharpless,  Quaker  Experiment,  in  Chs.  iv-viii, 
Hto  67~77,  134,  172-177,  274-276. 

(5)  Slavery. 

g.  Social  and  economic  conditions  in  Pennsylvania,  1760 


312  American   History 


(or  1765).     Fisher,  Colonial  Era,  268-271.     Fiske,  II, 
319-329.     Lodge,  Colonies,  Ch.  xiii. 
h.   Relations  with  Delaware,  "The  Territories." 
Additional  Topics: 

A.  Quaker  organizations  and  discipline.  Sharpless, 
Ch.  iii.  Compare  with  modern  Rules  of  Discipline  and 
Advice  (Philadelphia,  1894). 

B.  The  virtues  and  limitations  of  Quakers  and  Puritans. 

C.  A  comparison  between  the  Quaker  policy  toward 
the  Indians  in  Pennsylvania,  1 682-1 756,  and  the  Puritan 
policy  in  New  England  in  1 630-1 676.  Compare  Sharp- 
less,  in  Ch.  vi,  with  Fiske,  II,  164-166,  and  Parkman, 
Conspiracy  of  Pontiac,  in  Ch.  iii. 

D.  The  Quakers'  attitude  toward  slavery.  John  Wool- 
man's  Journal;  selections  in  Hart,  Contemporaries,  II, 
No.  106. 

E.  The  measure  of  success  of  the  Quaker  Experiment. 

F.  Delaware ;  settlement,  relations  with  Dutch  and 
with  Pennsylvania. 

General  References : 
(1)  Pennsylvania. 

Brief  Accounts:  Thwaites,  Colonies,  215-217,  and  in 
Ch.  x.  Fisher,  Colonial  Era,  Chs.  xi,  xvi.  Lodge,  Colo- 
nies, Ch.  xii. 

Longer  Accounts:  Bancroft,  I,  528-573;  II,  24-31. 
Bryant  and  Gay,  Popular  History,  II,  165-178,  481-498. 
Winsor,  America,  III,  Ch.  xii ;  V,  Ch.  iii.  Fiske,  Dutch 
and  Quaker  Colonies,  II,  Chs.  xii,  xvi,  xvii.  Sharpless, 
History  of  Quaker  Government  in  Pennsylvania,  2  vols. 
Vol.  I,  published  originally  as  A  Quaker  Experiment  in 
Government,  makes  use  of  Quaker  sources  and  brings 
out  clearly  the  essentials  of  the  Quaker  principles  and 
practice,  and  the  extent  of  their  responsibility.  It  is  a 
book  of  unusual  interest  and  discrimination.  Lives  of 
Penn  by  Janney  and  Dixon.  Proud,  History  of  Pennsyl- 
vania.    Watson,  Annals  of  Philadelphia. 

Source  :  For  an  interesting  non-Quaker  view,  read  Ben- 


Outline  of  American   History        3 1 3 

jamin  Franklin's  Autobiography,  e.g.,  141-147  (Quakers 
and  war).  See  also  Chs.  ix-x  for  examples  of  practical 
good  citizenship.     (Riverside  Literature  Series  edition.) 

(2)  Delaware. 

Brief  Accounts:  Thwaites,  Colonies,  207-210.  Lodge, 
Colonies,  Ch.  xi  (also  in  xii-xiii). 

Longer  Accounts  :  Winsor,  America,  IV,  Ch.  ix.  His- 
tories of  Delaware  by  Vincent  and  by  Scharf. 

(3)  New  Jersey. 

Brief  Accounts:  Thwaites,  210-214.  Fisher,  Colonial 
Era,  Chs.  x,  xv.     Lodge,  Colonies,  Ch.  xiv. 

Longer  Accounts :  Winsor,  America,  III,  Ch.  xi ;  V, 
Ch.  iii.  Andrews,  Colonial  Self-Government,  Chs.  vii- 
viii.  Histories  of  New  Jersey  by  Smith  (to  1721), 
Gordon,  Baum,  Mulford.  Further  references  for  Penn- 
sylvania, Delaware,  and  New  Jersey,  in  Channing  and 
Hart,  Guide,  §§  106-108 ;  and  in  Larned,  Literature  of 
American  History,  pp.  92-100  and  index. 
V.   The  Colonies  in  the  Eighteenth  Century,  to  1760. 

12.   Political,  Social,  and  Economic  Development  of  the 
Colonies,  1 700-1 750. 

a.  Political  development. 

(1)  Progress  in  self-government:  taxation;  elec- 
tions ;  free  speech. 

(2)  Defence  of  charters.  Hart,  Contemporaries,  II, 
No.  48. 

(3)  Boundary  disputes  :  with  France ;  with  Spain ; 
between  individual  colonies. 

(4)  Attempts  at  union:  especially  in  1690,  and  Al- 
bany Plan,  1754;  what  is  shown  by  their  failure? 
Franklin's  Plan,  1754,  is  in  Old  South  Leaflets,  No.  9; 
American  History  Leaflets,  No.  14 ;  MacDonald,  Char- 
ters, No.  52.  Franklin  describes  his  plan  in  his  Auto- 
biography, Ch.  x. 

b.  Economic  conditions  and  development.    Thwaites.    Wee- 

den,  Economic  and  Social  History  of  New  England,  for 
that  region. 


314  American   History 


c.  Social  development :    population  —  immigration,   expan- 

sion, increase ;   religion    (especially  "  Great  Awaken- 
ing ")  ;  education  ;  literature  ;  newspapers. 

d.  General  character  of  the  period. 

Good  Short  Accounts:  McLaughlin,  History  of  the 
American  Nation,  Ch.  v.  Thwaites,  Colonies,  Ch.  xiv. 
Cambridge  Modern  History,  Vol.  VII  (United  States), 
Ch.  ii. 

Material  can  be  picked  out  of  the  longer  accounts  in  :  — 
Fisher,  Colonial  Era,  Part  II,  especially  225-236  (N.E.), 
246-259  (N.Y.  and  N.J.),  263-271  (Penn.  and  Del.), 
272-276  (Md.),  277-284  (Va.),  296-302  (Car.),  and 
Ch.  xxi  (Literature).  Lodge,  Colonies,  in  Chapters  on 
the  history  of  each  colony,  e.g.,  Chs.  i,  xii,  xvi,  xviii- 
xxi.  Weeden,  Economic  and  Social  History  of  New 
England.  Bryant  and  Gay,  III,  Chs.  iii-v,  vii,  ix.  Ban- 
croft, II,  238-267.  Fiske,  Old  Virginia,  Chs.  xiv-xvii; 
Dutch  and  Quaker  Colonies,  Chs.  xv-xvii.  Winsor, 
America,  V,  Chs.  ii-vi.  For  "  Great  Awakening,"  see 
Fiske,  New  France  and  New  England,  Ch.  vi  (especially 
220-232)  ;  also  in  Franklin's  Autobiography  in  Ch.  vii, 
on  Whitefield. 

Sources :  Much  illustrative  matter  in  Hart,  Contempo- 
raries, II,  Pts.  iii-iv,  e.g.,  Nos.  72  (Zenger  Case),  48 
(charters),  81  (Franklin),  38  (Mason  and  Dixon's  Line), 
59,  66  (salaries  and  vetoes).  Pupils  should  read  espe- 
cially material  on  their  own  state  (e.g.,  in  state  histories  ; 
or  even,  if  time  allows,  on  some  special  topic  like  the 
growth  of  population  or  manufacturing  in  their  town  or 
county  history).  Benjamin  Franklin's  Autobiography  is 
one  of  the  most  interesting  and  instructive  sources  in 
American  history.  It  gives  much  material  which  illus- 
trates clearly  the  characteristics  of  this  period  and  shows 
how  a  typical  American  colonist  thought  and  lived.  Read 
e.g.,  Chs.  v  (scheme  of  daily  life),  vi  (practical  ideas),  vi, 
viii,  ix,  x  (public  spirit,  public  improvements),  vii  (White- 
field,   "Great   Awakening"),   x    (Albany   Union),  i,  vi 


Outline  of  American   History        315 

(self-education)  ;    i,  iv,  v,  vi,  printing  and  newspapers. 
(The  Chs.  refer  to  Riverside  Literature  Series  ed.) 
Additional  Topics  : 

A.  An  outline  of  the  political  and  economic  develop- 
ment in  the  pupil's  own  state,  1 700-1 750.  Use,  if  avail- 
able, the  topics  and  sub-topics  above,  so  as  to  indicate 
what  progress  was  made  in  these  lines  in  the  state. 

B.  Same  for  pupil's  own  town. 

13.   Struggle  between  France  and  England  for  North 
America,  1689-1763. 

a.  French   explorations   and   settlements  in  the  St.  Law- 

rence and  Mississippi  valleys,  1 604-171 8:  Port  Royal 
in  Acadia,  1604;  Champlain  at  Quebec,  1608;  La 
Salle  and  the  Mississippi,  1682  ;  settlement  of  Louisi- 
ana, 1699;  New  Orleans,  1718. 

b.  Contrast  between  French  and  English  methods  of  colo- 

nization in  North  America :  political,  religious,  social, 
economic.    Parkman,  Old  Regime  in  Canada,  Ch.  xxiv. 

c.  The  "  Second   Hundred  Years1  War  between  England 

and  France,11  1689-18151:  its  world-wide  importance ; 
the  chief  events  in  America  to  1748.  Seeley,  Expan- 
sion of  England,  Ch.  ii.  See  also  references  in  Out- 
line of  European  History,  pp.  180;  183-185;  190- 
197  ;  Outline  of  English  History,  pp.  257-258. 

d.  Strength  and  weakness  of  the  French  and  of  the  English 

in  1754. 

1  The  following  table  gives  the  names  and  dates  for  Europe  and  America :  — 
In  Europe  In  America 

(1)  War  of  League  of  Augsburg  1689- 1697  King  William's  War. 

(2)  War  of  Spanish  Succession  1702-1713  Queen  Anne's  War. 

(3)  War  of  Austrian  Succession  1740- 1748  King  George's  War,  1744-1748. 

(4)  Seven  Years'  War  1756-1763  French  and  Indian  War,  1754- 

1763. 

(5)  American  War  1775-1783    The  American  Revolution. 

(6)  War  against  the  French  Rev- 

olution and  Napoleon  1793-1802 

(7)  War  against  Napoleon  1803-1815    War  of  1812  with  Great  Britain. 


3 1 6  American  History 


(i)  In  Europe  :  military  resources  ;  attitude  of  each 
of  the  mother  countries  toward  its  colonies. 

(2)  In  America :  geographical  conditions ;  popula- 
tion ;  military  resources ;  political,  social,  economic 
conditions.  Parkman,  Montcalm  and  Wolfe,  Ch.  i. 
Hart,  Formation  of  the  Union,  Ch.  ii. 
e.  Expulsion  of  the  French,  1 754-1 763,  the  "'French  and 
Indian  War." 

(1)  Theatre  of  war ;  lines  of  invasion. 

(2)  Causes  and  beginnings. 

(3)  Early  failures  of  the  English,  1754-1757. 

(4)  New  plans  and  leaders,  and  conquest  of  Canada, 
1 757-1 760:  Pitt?  Wolfe;  Quebec.  Parkman,  Mont- 
calm and  Wolfe,  II,  Chs.  xviii,  xxiv,  xxvii ;  Conspiracy 
of  Pontiac,  Ch.  iv;  Struggle  for  a  Continent  (see 
below). 

(5)  Terms  of  peace ;  geographical  and  political  re- 
sults of  war  to  England,  France,  America,  India. 

Map  Work: 

a.  (For  all.)    Possessions  of  France,  England,  and  Spain  in 

North  America  in  1756;  English  and  Spanish  posses- 
sions in  North  America  in  1763. 

b.  Theatre   of  war;    showing  river  valleys,  lines  of  inva- 

sions, forts,  battles.  Maps  for  a  and  b  in  McLaughlin, 
American  Nation ;  for  a,  in  Thwaites,  Colonies,  and 
Hart,  Formation  of  the  Union ;  Sloane,  French  War 
and  Revolution,  for  "Colonies,  1756,"  and  "Theatre 
of  War." 
Additional  Topics : 

A.  Were  the  English  justified  in  : 

(1)  The  attempt  to  expel  the  Acadians  ? 

(2)  The  method  used  ?  Parkman,  Montcalm  and 
Wolfe,  I,  Ch.  vii.  Compare  Winsor,  America,  V,  415- 
417,  with  452-463.  Hart,  Contemporaries,  II,  No. 
126. 

B.  Character  and  work  of  the  older  Pitt.     Parkman, 
Montcalm  and  Wolfe,  Ch.  xviii,  and  following.     Long- 


Outline  of  American   History        317 

man,  Frederick  the  Great  and   the  Seven  Years'  War 
(Epochs  of  Modern  History). 

C.  Battle  of  the  Plains  of  Abraham  and  Capture  of 
Quebec.  Parkman,  Montcalm  and  Wolfe,  Chs.  xxiv-xxv, 
xxvii-xxviii,  especially  Ch.  xxvii. 

D.  The  character  and  work  of  the  Jesuits  in  North 
America  in  the  17th  century.     Parkman,  Jesuits. 

Review  or  Examination  Topic : 

"  The  means,  the  character,  and  the  spirit  of  the  two 
combatants  [in  the  French  and  Indian  War],  and  why 
one  succeeded  where  the  other  was  defeated." 
References : 

Brief  Accounts :  Thwaites,  Colonies,  Ch.  xiv  ;  together 
with  Hart,  Formation  of  the  Union,  Ch.  ii.  McLaughlin, 
History  of  the  American  Nation,  Ch.  vi.  Parkman, 
Conspiracy  of  Pontiac,  Ch.  iv  (see  also  Chs.  ii-iii). 

Longer  Accounts :  The  whole  subject  is  most  ade- 
quately treated  in  the  masterly  and  fascinating  narrative 
of  Parkman,  France  and  England  in  North  America,  in 
seven  parts,  viz. :  Pioneers  of  France  in  the  New  World  ; 
Jesuits  in  North  America  in  the  Seventeenth  Century ; 
LaSalle  and  the  Discovery  of  the  Great  West ;  Old  Re- 
gime in  Canada;  Count  Frontenac  and  New  France 
under  Louis  XIV ;  Half  Century  of  Conflict  (2  vols.)  ; 
Montcalm  and  Wolfe  (2  vols.).  See  also  his  Conspiracy 
of  Pontiac,  Chs.  ii-iv.  Especially  interesting  and  valuable 
are:  Pioneers  of  France,  Chs.  vii-ix;  Old  Regime,  Chs. 
xv,  xxiv ;  Half  Century  of  Conflict,  Ch.  iv ;  Montcalm 
and  Wolfe,  Chs.  i,  viii,  xxvii.  Good  selections  in  an 
abridged  edition  of  Parkman  (1  vol.),  by  Edgar,  entitled 
The  Struggle  for  a  Continent;  see  especially  256-264, 
301-308, 333-459.  Fiske,  New  France  and  New  England, 
Chs.  vii-x.  Sloane,  French  War  and  the  Revolution, 
Chs.  iii-ix.  Bancroft,  II,  137-237,  343-346,  362-366, 
377-388,  416-512,  520-527,  562-555.  vVinsor,  America, 
IV,  Chs.  vii-viii.  See  also  Longman,  Frederick  the 
Great  and  the  Seven  Years'  War,  Ch.  xii,  and  223-232. 


3 1 8  American  History 

Sources:     Hart,   Contemporaries,   II,   Nos.   ill,   112, 
122  (independence),  126    (Acadians),  127  (Braddock's 
defeat),  129   (Fall   of  Quebec).      Hart,   Source   Book, 
No.  37  (Deerfield),  39  (Washington's  account  of  Brad- 
dock's  defeat),  40  (Quebec). 
14.   Condition  of  the  Colonies  in  1760  (or  1765),  Politi- 
cal, Social,  and  Economic;   Comparisons  between 
the  three  sections. 

"  Between  them  [the  New  England  colonies]  and  Virginia  was  the  contest 
for  supremacy,  while  the  great  Middle  colonies  held  the  balance ;  and  the  his- 
tory of  that  conflict  of  ideas  is  the  history  of  the  United  States  "  (Lodge,  Colo- 
nies, 475).    This   suggestive  sentence  may  stimulate  discriminating  discussion. 

a.  Economic  Conditions. 

(1)  In  the  Southern  colonies  (Virginia,  the  typical 
colony) :  occupations ;  means  of  communication. 
Lodge,  Colonies,  Ch.  ii.  Fiske,  Old  Virginia,  II,  Ch. 
xiv.  Eggleston,  in  Century  Magazine,  1 883-1 885 
(illustrated)  ;  see  especially  Vol.  27,  "  Husbandry.11 1 

(2)  Contrast  between  economic  conditions  in  the 
South  and  in  New  England.  Compare  accounts  in  the 
preceding  sub-topic  with  Lodge,  Colonies,  in  Ch. 
xxii.  See  also  Fiske,  Old  Virginia,  II,  29-35.  De- 
tails may  be  found  in  Weeden,  Economic  and  Social 
History  of  New  England,  2  vols. ;  and  in  Bruce,  Eco- 
nomic History  of  Virginia  in  the  Eighteenth  Century, 
2  vols. 

(3)  Comparison  between  economic  conditions  in 
New  England  and  the  Middle  colonies.  (Pennsyl- 
vania or  New  York  as  typical  colony.)  See  references 
in  preceding  sub-topic  (2)  ;  and  those  in  topic  c  (2) 
on  p.  309;  or  topic  g  on  p.  312. 

b.  Social  conditions. 

(1)  In  Southern  colonies :  classes;  slavery;  planta- 
tion life;  religion,  churches,  and  church  services; 
education ;   amusements.     (Virginia,   typical   colony.) 

1  For  shorter  references  than  these  given  under  each  topic,  see  the  Brief 
Accounts  under  the  General  References  at  end  of  this  section  t  page  320. 


Outline  of  American   History         319 

Lodge.  Fiske.  Eggleston,  in  Century  Magazine, 
Vol.  28,  social  conditions  (including  slavery)  ;  Vol.  30 
(travel,  amusements,  etc.);  Vol.  29  ("Colonists  at 
Home'1). 

(2)  Contrast  between  social  conditions  in  Southern 
and  New  England  colonies.  Lodge,  Chs.  ii  and  xxii. 
See  also  preceding  references,  and  General  References 
at  end. 

(3)  Comparison  between  social  conditions  in  South- 
ern and  Middle  colonies.  (Pennsylvania  or  New 
York  as  typical  colony.)  Compare  accounts  in  sub- 
topic  (1)  with  those  in  references  in  topic  c  (2),  p.  309  ; 
or  topics,  p.  312. 

(4)  Comparison  between  social  conditions  in  New 
England  and  Middle  colonies.  (Pennsylvania  or  New 
York.)  Hart,  Formation.  Channing,  U.  S.  A.,  1765— 
1865.  Lodge,  Colonies,  Chs.  xiii,  xvi,  xxii.  Fiske, 
Dutch  and  Quaker  Colonies,  Ch.  xv.  Century  Maga- 
zine, Vols.  28-30  (see  above  in  topic  b  (1)). 

c.   Political  conditions. 

(1)  Contrast  between  forms  of  local  government 
in  New  England  and  Virginia:  causes  and  results. 
Brief  account  in  Fiske,  Civil  Government,  57-67 ;  or 
his  Old  Virginia,  II,  34-44.  Compare  Lodge,  Colonies, 
in  Chs.  ii  and  xxii.  Briefly  in  Hart,  Formation,  in 
Ch.  i.     Or  recall  work  in  topic  e,  p.  303. 

(2)  The  system  of  local  government  in  New  York 
and  Pennsylvania :  comparison  with  New  England  and 
Virginia.  Thwaites.  Hart.  Lodge.  Fiske,  Civil 
Government. 

(3)  The  three  forms  of  colonial  government.  Hart, 
Formation,  13-15.  Fiske,  Civil  Government,  140-159. 
Channing,  U.  S.  A.,  26-27,  33~36-  Fuller  details  in 
Lodge,  Colonies,  in  Chs.  ii,  iv,  xxii.  (See  topic  g, 
p.  299 ;  topic  #,  p.  300  ;  topic  ;/,  p.  306.) 

(4)  General  similarities  in  political  conditions  in  the 
thirteen  colonies. 


320  American  History 


d.   General  conditions. 

(i)  Inherited  institutions  and  their  development. 
Hart,  Formation,  5-10,  16-17. 

(2)  Elements  in  common  among  the  colonists :  in- 
stitutions, character,  ideals.  Hart,  Formation,  Ch.  i. 
Channing,  U.S.A.,  1 765-1 865,  in  Ch.  i.  Sloane, 
French  War  and  the  Revolution,  Chs.  i  and  ii.  Fiske, 
War  of  Independence,  Ch.  ii. 

(3)  Effects  of  diversity  and  similarity  on  later  de- 
velopment. 

(4)  Means  of  travel  and  communication  between  the 
colonies. 

(5)  Population  of  the  colonies  in  1760:  numbers; 
character;  distribution.  Hart,  Formation,  3-5.  Chan- 
ning, U.S.A.,  1765-1865,  1-5. 

Additional  Topics: 

A.  Colonial  amusements. 

B.  Slavery  in  the  colonies,  1619-1760. 

C.  Colonial  taverns  and  turnpikes.  (May  be  made 
a  topic  for  investigation  in  local  history.) 

D.  Religion :  including  toleration,  church  and  state, 
and  clergymen. 

E.  Education  and  literature.  See  Fisher,  Colonial 
Era,  Ch.  xxi. 

F.  Foreign  Trade. 
General  References : 

Brief  Accounts  :  Hart,  Formation  of  the  Union,  Ch.  i. 
Channing,  U.S.A.,  1765-1865,  Ch.  i.  McLaughlin, 
History  American  Nation,  Ch.  vii.  Fisher,  Colonial 
Era,  closing  portions  of  Chs.  xiv-xxi.  Fiske,  War  of 
Independence,  Ch.  ii.  Sparks,  Expansion  of  the  Ameri- 
can People,  Chs.  iv-v  (illustrated). 

Longer  Accounts  :  Lodge's  Short  History  of  the  English 
Colonies  in  America  is  the  best  single  book  on  conditions 
in  all  the  colonies  in  1765.  See  Chs.  ii,  iv,  vi,  viii,  x,  xiii, 
xv,  xvii,  xxii,  especially  Chs.  ii  and  xxii.  Fiske,  Old  Vir- 
ginia and  Her  Neighbors,  II,  29-44,  and  Ch.  xiv.     Fiske, 


Outline  of  American   History         321 

Dutch  and  Quaker  Colonies,  Chs.  xv,  xvii.  Weeden, 
Economic  and  Social  History  of  New  England.  Eggles- 
ton,  articles  in  Century  Magazine,  1883-1885  (illustrated), 
contain  much  interesting  matter,  Vols.  27-30.  Earle, 
Sabbath  in  Puritan  New  England,  Colonial  Dames  and 
Goodwives,  Customs  and  Fashions  in  Old  New  England, 
Home  Life  in  Colonial  Days  (illustrated),  Child  Life  in 
Colonial  Days  (illustrated),  contain  interesting  details  of 
colonial  social  life.  Sloane,  French  War  and  the  Revo- 
lution, Chs.  i-ii. 

Sources :  Hart,  Contemporaries,  II,  Pt.  iv,  Nos.  80-84 
(life  of  the  people)  ;  85-89  (commerce  and  currency)  ; 
97-101  (religious  life)  ;  102-108  (slavery  and  servitude). 
Hart,  Source  Book,  Ch.  vii  (colonial  life  in  the  18th 
century);  Ch.  viii  (colonial  government).  For  further 
references  see  Channing  and  Hart,  Guide,  §  133.  Larned, 
Literature  of  American  History,  especially  pp.  69-1 11. 
VI.   Union  and  Independence,  1760-1783. 

15.   Causes  of  the  American  Revolution,  1 760-1 783. 

a.  Underlying  causes  of  the  Revolution :  fundamental  dif- 
ference in  ideas  and  conditions  between  England  and 
the  colonies  in  1760. 

(1)  In  social  conditions  (including  religion). 

(2)  In  economic  conditions. 

(3)  In  political  ideas  and  conditions :  two  kinds  of 
"  representation  "  ;  the  English  view  as  to  the  govern- 
ment of  the  colonies ;  the  view  in  the  colonies  —  ex- 
amples in  the  Writs  of  Assistance  and  the  Parson's 
Cause. 

Brief  Accounts :  Channing,  United  States  of  America, 
1 765-1 865,  25-40.  (This  portion  and  the  whole  "book 
written  in  a  scholarly,  catholic  spirit.'")  Fiske,  War  of 
Independence,  18-20,  58-64.  Fiske,  American  Revolu- 
tion, Ch.  i,  especially  1-4,  32-45. 

Longer  Accounts  :  Sloane,  French  War  and  Revolution, 

*  Chs.  i  and  x.    For  the  views  of  two  eminent  Englishmen, 

read:  (1)  Lecky,  American  Revolution  (being  chapters 


322  American   History 

from  his  History  of  England  in  the  18th  Century),  38- 
51,  for  a  discriminating  view  of  the  political  and  com- 
mercial relations  between  colonies  and  mother  country ; 
(2)  Trevelyan,  American  Revolution,  Part  I,  .44-99, 
for  a  brilliant  picture  of  the  contrast  between  life  in 
England  and  America,  very  appreciative  of  the  American 
ideals.  Otis's  arguments  in  connection  with  the  Writs 
of  Assistance  and  Patrick  Henry's  in  the  Parson's  Cause 
may  serve  as  examples  of  the  American  theory :  well 
treated  in  Channing,  Student's  History,  and  his  U.  S.  A., 
1 765-1 865  ;  Parson's  Cause,  more  fully  in  Tyler's  Patrick 
Henry,  Ch.  iv ;  Otis  on  Writs  of  Assistance,  American 
History  Leaflets,  No.  33.  For  the  English  view  in  1765, 
see  Lecky,  American  Revolution,  Ch.  i. 
b.  The  immediate  causes  of  the  Revolution,  1 763-1 774, 
resulting  from  these  fundamental  differences. 

(1)  Grenville's  three  new  schemes  of  colonial  con- 
trol. ("These  three  measures  produced  the  American 
Revolution.")  Hart,  Formation  of  Union,  44-50  and 
following.  Channing,  U.  S.  A.,  1765-1865,  39-48. 
Fiske,  War  of  Independence,  39-5 1 .  Lecky,  American 
Revolution,  50  and  following  (or  in  Ch.  xi  of  his 
History  of  England  in  18th  Century). 

(2)  The  trade  laws  and  attempts  at  enforcement. 
Hart,  Formation,  17,  19,  44-48.  Sloane,  French  War 
and  Revolution,  1 19-120,  124-125.  Lecky,  American 
Revolution,  42-48,  52-56.  Winsor,  America,  VI,  6-14, 
23-26. 

(3)  The  Stamp  Act. 

(a)  Its  purpose.  Lecky,  60-62,  66-68.  Win- 
sor, America,  VI,  15-18. 

(b)  The  arguments  of  its  supporters.  Hart, 
Contemporaries,  No.  138.  Lecky,  71-73,  77, 
86-89. 

(c)  The  arguments  of  its  opponents.  Hart, 
Contemporaries,  II,  Nos.  140-143  (Cambridge 
Town    Meeting,    Stamp    Act    Congress,    Pitt, 


Outline  of  American  History         323 

Franklin).     Lecky,  75-79,  89-92.     The  Decla- 
ration of  Rights  by  the  Stamp  Act  Congress  is 
also   in  MacDonald,  Select  Charters,  No.  59; 
Preston,  Documents,  1 88-1 91 ;  or  Larned,  His- 
tory for  Ready  Reference,  article  "  United  States,1' 
under  date  1765.     Patrick  Henry's  speech  is  in 
Tyler's  Henry,  Ch.  v. 
Brief  Accounts  of  Stamp  Act :  Hart,  Formation,  48-53. 
Fiske,  War  of  Independence,  51-63,  or  his  Revolution, 
15-27.     Channing,  U.  S.  A.,  1765-1865,  48-56. 
Longer  Accounts:    Lecky,   67-97.     Winsor,   America, 

VI,  15-35- 

(4)  The  Townshend  Acts  and  resistance  to  them, 
1 767-1 769.  Fiske,  War  of  Independence,  64-76 ;  Revo- 
lution, I,  28-32,  46-66.  Winsor,  America,  VI,  35-47. 
Lecky,  1 07-1 15,  1 18-123.  The  Acts  in  MacDonald, 
Charters,  Nos.  62-64. 

(a)  Massachusetts  Circular  Letter,  1768. 
MacDonald,  Charters,  No.  65. 

(6)  Pennsylvania  Farmer's  Letters.  Hart, 
Contemporaries,  II,  No.  149. 

(c)  Virginia  Resolves  of  1769.  MacDonald, 
Charters,  No.  66.  Channing,  U.  S.  A.,  1765— 
1865,  Appendix. 

(5)  Boston  Massacre,  1770.  Fiske,  Revolution,  I, 
65-72,  interesting  and  suggestive.  Compare  Lecky, 
126-131.     Hart,  Contemporaries,  II,  No.  151. 

(6)  Committees  of  Correspondence,  local  and  colo- 
nial, 1772  and  1773.  Fiske,  Revolution,  I,  77-80. 
Winsor,  America,  VI,  53-57,  facsimile  of  letter  of 
Boston  Committee  of  Correspondence,  55. 

(7)  Boston  Tea  Party,  1773.  Fiske,  Revolution,  I, 
81^3. 

Sources :  Old  South  Leaflets,  No.  68.     Hart,  Contem- 
poraries, II,  No.  152. 

(8)  The  five  repressive  acts  of  1774,  the  "Intolerable 
Acts."    Acts  in  MacDonald,  Charters  (except  Quebec 


324  American   History- 


Act),  Nos.  68-71.    Fiske,  Revolution,  I,  93-99.   Lecky, 
165-175. 

(9)  Continental  Congress,  1774. 

(a)  Demand   for   it.     Fiske,    Revolution,   I, 
100-110. 

(6)  Declaration  and  Resolves.     MacDonald, 
Charters,  No.  72.    Preston,  Documents,  192-198. 
(c)  American  Association  and  Non-Importa- 
tion  Agreement.     MacDonald,   Charters,   No. 
73.    Preston,  Documents,  199-205. 
c.    A  summary  of  the  causes  of  the  American  Revolution : 
brief,   but   in   chronological   order,  and   with  definite 
examples. 
Additional  Topics : 

A.  Popular  feeling  in  America,  1 765-1 775  :  as  shown 
in  handbills,  broad-sides,  songs,  and  illustrations.  Stamp 
Act:  McLaughlin,  American  Nation,  176-179;  Winsor, 
America,  VI,  33.  Non-importation  and  boycotting  in 
Boston,  1767-1770:  Winsor,  VI,  77-80.  Boston  Mas- 
sacre:  Winsor,  VI,  48,  89;  McLaughlin,  182,  188.  Tea 
handbills  and  posters  :  Channing,  Students1  History,  182  ; 
Winsor,  VI,  92,  93.  Following  are  all  in  Winsor,  Amer- 
ica, VI:  Liberty  sentiments,  1 769-1 770,  86-87;  Boston 
Committee  of  Correspondence,  1773,  55  ;  Regarding  Acts 
of  1774,  61,  97  ;  Virtual  Representation,  1775,  I03- 

B.  Modern  English  views  of  the  causes  of  the  Revo- 
lution. Seeley,  Expansion  of  England,  Ch.  iv,  especially 
65  and  following.  Lecky,  American  Revolution  in  Ch.  i, 
especially  pages  cited  above  in  topics  a  and  b,  and  154- 
194.  Compare  Lecky's  account  of  the  Stamp  Act  with 
Bancroft's.  Or  read  accounts  in  text-books  on  English 
History  by  Englishmen :  e.g.,  Green,  Gardiner,  Bright. 
A  fascinating  picture,  favorable  to  the  Americans,  in  Tre- 
velyan,  American  Revolution,  I.  Two  Pts.  in  3  vols.,  so 
far  published  (1903). 

C.  What  were  some  of  the  chief  constitutional  prin- 
ciples involved  in  the  disputes,  1 760-1 774,  with  specific 
illustrations  of  each  ? 


Outline  of  American  History         325 

D.    How  Samuel  Adams  stirred  up  the  spirit  of  Revo- 
lution.    Fiske,   Revolution.     Hosmer,    Samuel   Adams. 
General  References  for  sections  15  and  16:  see  end  of  next 
section,  on  the  Revolution. 
16.   The  Revolution,  i  775-1 783. 
Map  Work: 

(1)  Sketch  map,  showing  three  fields  of  campaign 
(New  England,  Middle  states,  the  South),  with  dates 
(see  topics  6,  c,  d)  for  each  of  three  regions,  and  for 
ten  or  twelve  most  important  battles.1 

(2)  Boundaries  proposed  by  French  court,  1782. 
Channing,  Students1  History,  227.  Fiske,  Critical 
Period,  21.     Winsor,  America,  VII,  148. 

(3)  (For  all.)  Territory  of  the  United  States  accord- 
ing to  the  Treaty  of  1783,  showing  also  the  territory 
of  Spain  and  England.  Channing,  Students1  History, 
229;  U.S.A.,  1765-1865,1.  McLaughlin,  American 
Nation,  219.  Hart,  Formation  of  the  Union,  map  3, 
end  of  volume  ;  same  in  Epoch  Maps,  No.  7. 

a.  Comparison  of  antagonists  :  population  ;  resources  ;  lead- 

ers ;  2  theatre  of  war ;  strategy.  Hart,  Formation  of 
the  Union,  70-73.  Channing,  U.S.A.,  1 765-1865, 
72-80. 

b.  The  campaign  in  New  England,  1 775-1 776:  importance 

of  Lexington  and  Concord,  of  Bunker  Hill,  of  Evacua- 
tion of  Boston.  Fiske,  War  of  Independence,  85-95. 
Lecky,  American  Revolution,  201-205,  230_234- 
Longer  Accounts:  Fiske,  Revolution,  I,  120-146,  169- 
172.  Very  readable  account  in  Trevelyan,  American  Rev- 
olution, in  Chs.  ix-xi,  especially  310,  327-338,  409-411. 

c.  The  turning  of  the  tide  in  the  Middle  states,  1 776-1 780. 

(1)  The  work  of  Washington.    Fiske,  War  of  Inde- 

1  A  convenient  way  in  this  and  other  maps  to  save  space  and  avoid  crowding 
territory  with  names  is  to  put  dates,  etc.,  along  the  coast. 

2  British  commanders  in  chief  were :  Gage,  1774-1775 ;  Howe,  1775-May, 
1778;  Clinton,  May,  1778-May,  1782.  (See  Bancroft,  History,  hi,  148;  iv,  269; 
v,  270,  555.) 


326  American  History 


pendence,  120-122,  138-143;  Revolution,  I,  229-238, 
306-307, 317.   Lodge,  Washington,  1, 1 71-179, 199-205. 

(2)  Burgoyne's  Campaign.  Fiske,  War  of  Inde- 
pendence, 125-137,  142-143.  Lecky,  Revolution,  321- 
327.     Fiske,  Revolution,  I,  Chs.  vi-vii. 

(3)  The  French  Alliance  :  political  effects  ;  military 
aid.  Fiske,  War  of  Independence,  144-160,  177-180. 
Lecky,  295-310,  328-329.  Suggestive  article  by  Emil 
Reich,  A  New  View  of  the  Revolutionary  War,  North 
American  Review,  July,  1903. 

d.  Campaign   in   the    South,    1778-1781.      Fiske,   War  of 

Independence,  163-166,  171-180.  Channing,  U.  S.  A., 
96-102.  Lecky,  Revolution,  448-455  (Yorktown  cam- 
paign).    Fiske,  Revolution,  II,  274-286. 

e.  Growth  toward  Independence,  1 775-1 776.     Good  gen- 

eral accounts  in  Channing,  Students1  History,  198- 
206;  Fiske,  Revolution,  I,  157-164,  172-197. 

(1)  King's  rejection  of  "Olive  Branch"  Petition. 
Fiske,  Revolution,  I,  158-160.  Frothingham,  Repub- 
lic, 435 >  444-447,  45 1- 

(2)  Formation  of  new  state  governments.  Hart, 
Formation,  81-82.  Fiske,  Revolution,  I,  157-158, 
180-182.  Fiske,  Civil  Government,  161-166.  Fiske, 
Critical  Period,  63-71. 

Source:   Hart,  Contemporaries,  II,  No.  187  (constitu- 
tion of  New  Hampshire). 

(3)  Beginning  of  a  national  government,  1775. 
Hart,  Formation,  74-77.  Fiske,  Civil  Government, 
204-207 ;  Fiske,  Critical  Period,  90-93. 

(4)  Hiring  of  the  "foreign  mercenaries."  Fiske, 
Revolution,  I,  160-163,  172-173. 

(5)  Thomas  Paine's  "Common  Sense."  Fiske, 
Revolution,  I,   173-175. 

Sources:     Quotations    in   Hart,    Contemporaries,   II, 
No.  186.    Bancroft,  History,  IV,  313-315. 
/.    The   Declaration   of   Independence.     Read   it   through 
carefully  and  state : 


Outline  of  American   History         327 

(1)  Its  ideas  as  to  the  source  and  the  purpose  of 
democratic  government. 

(2)  Some  of  the  definite  acts  referred  to  in  the  list 
of  grievances.  The  Declaration  is  to  be  found  in  the 
appendix  to  most  school  histories  ;  in  Old  South  Leaf- 
lets, No.  3 ;  MacDonald,  Select  Documents,  No.  i ; 
Preston,  Documents,  210-217.  The  original  draft  is 
in  American  History  Leaflets,  No.  II-  (Note  what 
omissions  were  made  and  why.)  For  a  suggestive 
criticism  on  the  frankness  of  the  Declaration,  read 
Goldwin  Smith,  United  States  :  an  Outline  of  Political 
History,  1492-1871,  87-89.  Compare  Bigelow,  in 
Cambridge  Modern  History,  VII,  Ch.  vi. 

The  Treaty  of  Peace,  1783.     Channing,  Students1  His- 
tory, 225-231.    Hart,  Formation,  95-98. 
Longer  Accounts:  Fiske,  Critical  Period,  Ch.  i,  espe- 
cially 17-37,  44-45 •     Lecky,  American  Revolution,  462- 
485. 

Sources:   Treaty  in   MacDonald,  Documents,  No.  3. 
Explanation,  in  Hart,  Contemporaries,  II,  No.  217. 
Difficulties  of  the  Americans.     Hart,  Formation,  89-95. 
Sources:    Hart,   Contemporaries,    II,   No.    195.     The 
text-book  and  other  accounts  will  suggest  other  difficul- 
ties and  dangers  which  arose  during  the  war. 
Services   of    Washington    in   the   Revolution.      Lecky, 
Revolution,  209-214  (or  in  Ch.  xi  of  his  History  of 
England  in  18th  Century).     Goldwin  Smith,  United 
States,  96-98.    Fiske,  War  of  Independence,  109-111* 
The  services  suggested  above  in  connection  with  topic 
c  and  accompanying  references  should  be  included. 
Patriotism  and  lack  of  patriotism  during  the  Revolution. 

(1)  For  instances  of  patriotism,  the  text-books  and 
books  mentioned  in  the  references  above  will  prove 
helpful. 

(2)  For  lack  of  patriotism :  Lecky,  Revolution,  374- 
377,  227-230,  especially  quotation  from  Washington, 
in  notes,  228-229,  376  ;  Goldwin  Smith,  United  States, 


328  American   History 


100-105,  a^s0  including  quotations  from  Washington. 

Source:  Hart,  Contemporaries,  II,  Nos.  160  and  170. 

k.    Causes  of  success  :  American,  English,  European  factors. 

(1)  Summary.  Hart,  Formation,  89.  Channing, 
United  States  of  America,  73-80. 

(2)  The  importance  of  the  aid  of  France.  Lecky, 
American  Revolution,  398-399,  443-447  (or  in  Ch. 
xiv  of  his  History  of  England  in  the  18th  Century). 
Channing,  U.  S.  A.,  79-80.  Fiske,  Revolution,  II, 
201-203.     See  also  references  above,  in  topic  c  (3). 

(3)  "  How  England  was  hampered  and  weakened." 
Fiske,  War  of  Independence,  157-160;  more  fully  in 
his  Revolution,  II,  1 30-1 61,  286-287. 

/.    The  widespread   results  of  the  Revolution  in  America 
and  Europe.     Hart,  Formation,  99-101.     Fiske,  Rev- 
olution,  II,   290.     Bancroft,  V,  580.     Compare   with 
Goldwin  Smith,  United  States,  113-119.     Seeley,  Ex- 
pansion of  England,  Ch.  vii,  suggestive  on  the  impor- 
tance of  the  Revolution  and  its  results. 
m.    Justification  of  the  Revolution.    Hart,  Formation,  64-68. 
Source :  From  the  Declaration  of  Independence  give 
such  of  its  principles  and  statements  as  to-day  may  be 
fairly  regarded  as  just  grounds  for  the  Revolution.     For 
text  of  Declaration,  see  references  above  in  topic/ (2). 
n.   Advantages  and  disadvantages  of  the  Revolution.    Hart, 
Contemporaries,  II,  No.  220.     Goldwin  Smith,  United 
States,  1 1 3-1 19. 
Additional  Topics ; 

A.  Franklin's  services  to  America  in  the  Revolution. 
Morse,  Franklin.  Ford,  Many-sided  Franklin.  Hale, 
Franklin  in  France. 

B.  The  Loyalists  and  their  treatment.  Tyler,  Literary 
History  of  the  Revolution.     Sabine.     Van  Tyne. 

C.  The  Conway  Cabal. 

D.  Arnold's  treason.     Fiske,  Revolution,  Ch.  xiv. 

E.  Naval  warfare ;  John  Paul  Jones.  Fiske,  Revolu- 
tion, Ch.  xii.     Maclay,  Navy,  I.     Winsor,  VI,  Ch.  vii. 


Outline  of  American   History         329 

F.  The  services  of  foreign  officers  in  the  American 
army. 

G.  Account  of  a  battle  in  which  a  pupil's  ancestor 
took  part.     See  references  below. 

H.   John  Andre*  and  Nathan  Hale. 

/.   Diplomacy  of  the  Revolution. 

/.    The  Revolution  in  the  minds   and   hearts  of  the 
people. 
General  References  (for  the  Revolution  and  its  causes)    (for 
specific  references  see  topics  in  sections  15  and  16)  : 

Brief  Accounts  :  Channing,  U.  S.  A.,  1765-1865.  Hart. 
Formation  of  the  Union  Suggestive,  and  giving  modern 
English  point  of  view,  are :  Seeley,  Expansion  of  Eng- 
land;  Goldwin  Smith,  United  States,  1492-1871. 

Longer  Accounts :  Very  judicious  and  broadening, 
Lecky,  The  American  Revolution  (being  selections 
from  Lecky,  History  of  England  in  18th  Century,  edited 
by  Woodburn).  Another  brilliant  English  account,  very 
favorable  to  the  Americans,  Treyelyan,  American  Revo- 
lution (three  volumes  published,  1903,  to  1777).  Ex- 
cellent short  account  in  Fiske,  War  of  Independence 
(Riverside  Literature  Series),  more  fully  in  his  two  vol- 
ume American  Revolution,  and  his  illuminating  Criti- 
cal Period.  Valuable  material,  especially  bibliographical 
and  illustrative,  in  Winsor,  America,  VI.  Sloane,  French 
War  and  the  Revolution.  Frothingham,  Rise  of  the 
Republic.  Very  full  account  in  Bancroft,  History. 
For  details  of  battles,  consult  Lossing,  Pictorial  Field 
Book  of  the  Revolution;  Carrington,  Battles  of  the 
American  Revolution  (with  military  criticisms)  ;  Daw- 
son, Battles  of  the  United  States  (with  selections  from 
documents).  Further  details  may  be  found  in  magazine 
articles  referred  to  in  Poole's  Index  to  Periodical  Litera- 
ture; and  very  valuable  material  in  the  Collections  of 
State  Historical  Societies  and  in  the  collections  of 
Documents  published  by  the  various  states.  For  the 
Loyalists,  or  Tories,  see  Tyler,  Literary  History  of  the 


3 30  American   History 

Revolution;  Van  Tyne,  The  Loyalists  in  the  American 
Revolution ;  Sabine,  Loyalists.  Interesting  material  in 
the  biographies  in  the  American  Statesmen  Series :  e.g. 
Hosmer,  Samuel  Adams ;  Tyler,  Patrick  Henry ;  Lodge, 
Washington  ;  Morse,  Franklin  ;  and  in  Ford,  Many-sided 
Franklin,  and  True  George  Washington.  On  economic 
questions,  Beers,  Commercial  Policy  of  England  toward 
the  American  Colonies  (Columbia  University  Studies  in 
History,  etc.,  Ill,  No.  2.     N.Y.,  1893). 

Sources :  Hart,  Contemporaries,  II,  Pts.  vi-viii ;  Source 
Book,    Ch.     ix.      MacDonald,     Charters     (to     1776) ; 
and  his  Documents.     Preston,  Documents.     American 
History  Leaflets,  Nos,  II,  20,  21,  33.     Old  South  Leaf- 
lets,  Nos.    2,  3,  47,  68,  97,  98.      For  documents,  see 
the  three  following  works. 
Further  References  in  Channing  and  Hart,  Guide,  §§  133-143  ; 
Winsor,  Reader's  Handbook  of  the  American  Revolu- 
tion ;    Larned,   Literature   of  American   History,   pp. 
111-152. 
VII.   The  Critical  Period,  1783-1789. 

17.   Confederation    and     Constitution.      Part    I.      Con- 
federation. 
a.   Articles  of  Confederation :  history  of  formation ;  leading 
features ;  defects  ;  merits  ;  attempts  to  amend. 
Walker,  Making  of  the   Nation,  1-14    (obstacles   to 
union,  1-6).     Hart,  Formation  of  the  Union,  93-95,  104, 
118.      Schouler,  I,  14-17.     Fiske,  Critical  Period,  90- 
101.     Winsor,  America,  VII,  Ch.  iii. 

Sources :  Hart,  Contemporaries,  II,  No.  189.  Text  of 
the  Articles  in  American  History  Leaflets,  No.  20 ;  Old 
South  Leaflets,  No.  2 ;  MacDonald,  Documents,  No.  2 ; 
Hill,  Liberty  Documents,  Ch.  xv ;  Fiske,  Civil  Govern- 
ment, Appendix  A.  Proposed  amendments,  American 
History  Leaflets,  No.  28.  Defects  of  the  confederation, 
Hart,  Contemporaries,  III,  Nos.  41,  54,  59.  Note  in  the 
Articles  especially :  Art.  IV  (interstate  citizenship)  ; 
Art.  V  (representation  in  Congress)  ;  Art.  VIII  (mode 


Outline  of  American  History         331 

of  supplying  the  national  treasury)  ;  Art.  IX,  §  6  (vot- 
ing) ;  Art.  XIII  (amendment). 

b.  Weakness  of  the  government :  dealings  with  the  army  ; 

foreign  relations. 

Fiske,  Critical  Period,  105-119  (army);  1 19-144 
(Tories,  English  trade);  157-162  (Barbary  pirates); 
207-211  (Mississippi  question).  McMaster,  I,  Chs.  ii, 
iv  (use  table  of  contents) . 

Sources:  Hart,  Contemporaries,  III,  No.  38  (New- 
burgh  address)  ;  Nos.  49,  50  (trade  restrictions)  ;  No.  53 
(John  Adams's  presentation  to  George  III)  ;  No.  45 
(Mississippi  question).     Hart,  Source  Book,  No.  66. 

c.  Disorders  in  the  states :    boundary  disputes ;  trade  dis- 

criminations ;  paper-money  craze. 

Walker,  Making  of  the  Nation,  14-19.  Fiske,  Critical 
Period,  144-153,  168-186.  McMaster,  I,  210-216  (Wyo- 
ming valley  trouble),  281  and  following  (paper-money). 

Source:  Hart,  Contemporaries,  III,  Nos.  55,  58 
(Shays'  rebellion) . 

d.  Social,  economic,  and  political  conditions,  and  progress, 

1 783-1 789. 

Detailed  accounts  in:  Fiske,  Critical  Period,  Ch.  ii, 
McMaster,  I,  Ch.  i. 

Source:  Hart,  Contemporaries,  III,  Part  II. 

e.  The  Northwest  Territory  :  claims  of  the  states  ;  cessions 

(influence  of  Maryland)  ;  organization  of  the  territory  ; 

rights  guaranteed  to  people. 

Fiske,  Critical  Period,  187-207.  On  present  govern- 
ment of  territories,  see  Bryce,  American  Commonwealth 
(abridged  edition),  Ch.  xlvi ;  or  I,  Ch.  xlvii.  Hart, 
Actual  Government.  Hinsdale,  American  Government, 
Ch.  xli.     Hinsdale,  Old  Northwest. 

Sources:  Cessions  of  the  states,  American  History 
Leaflets,  No.  22.  Text  of  Ordinance  of  1787,  Mac- 
Donald,  Documents,  No.  4;  Old  South  Leaflets,  No.  13. 
On  the  formation  of  the  Ordinance,  see  Hart,  Con- 
temporaries,  III,   Nos.   43    (Ordinance    of    1784),  46; 


332  American   History 


Source  Book,  No.  67.  See,  also,  Contemporaries,  III, 
No.  42.  Old  South  Leaflets,  No.  40  (Cutler's  description 
of  Ohio),  Nos.  16,  41  (Washington's  interest  in  the 
West) .  Other  interesting  accounts  of  the  West,  in  Con- 
temporaries, III,  Ch.  v. 
Map  Work: 

The  claims  of  the   states   to  western  lands.     Epoch 
maps,  No.  6.      (Same   in   Hart,   Formation   of  Union, 
map  3.) 
Part  II.    Constitution. 

/.  The  Federal  Convention :  steps  leading  to  convention ; 
the  great  compromises ;  find  in  the  Constitution  the 
clauses  which  constitute  the  great  compromises.  (For 
.  the  text,  see  American  History  Leaflets,  No.  8 ;  Old 
South  Leaflets,  No.  1  ;  MacDonald,  Documents,  No.  5 ; 
Fiske,  Civil  Government,  Appendix  B ;  and  in  most 
school  histories.) 

Brief  Accounts:  Hart,  Formation  of  the  Union,  121- 
128.     Winsor,  America,  VII,  237-246. 

Longer  Accounts:  Fiske,  Critical  Period,  222-305. 
Gay,  Madison,  Chs.  vii,  viii.  Schouler,  I,  23-47. 
McMaster,  I,  Ch.  iv.  Bancroft,  VI  (last  revision). 
Farrand,  in  American  Historical  Review,  1904,  Vol.  IX, 
No.  3. 

Sources :  Hart,  Contemporaries,  III,  Ch.  x  (includes  a 
short  sketch  of  some  of  the  members  of  the  convention 
and  extracts  from  the  debates  on  the  election  of  senators 
and  on  slavery).  Hill,  Liberty  Documents,  Ch.  xvii 
(useful  marginal  notes  to  the  Constitution).  Old 
South  Leaflets,  No.  70  (debate  on  the  suffrage  in  Con- 
gress) ;  No.  99  (extracts  from  letters  of  Washington). 
g.   Ratification  of  the  Constitution. 

Brief  Accounts:  Hart,  Formation  of  the  Union,  128- 
135.     Walker,  Making  of  the  Nation,  51-62. 

Longer  Accounts :  Fiske,  Critical  Period,  Ch.  vii.  Gay, 
Madison,  Ch.  ix.  McMaster,  I,  Ch.  v.  Schouler,  I, 
60-78.     Bancroft,  VI. 


Outline  of  American   History         333 

Sources :  Hart,  Contemporaries,  III,  Ch.  xi.  Source 
Book,  No.  68  (Mason's  objections  to  the  Constitution), 
No.  69  (a  common-sense  argument  for  the  Constitution). 
Old  South  Leaflets,  No.  12  (first  two  numbers  of  the 
Federalist).  American  Orations  (Woodburn's  revision), 
I,  39  (Hamilton's  speech  in  the  New  York  Convention), 
53  (Madison's  speech  in  the  Virginia  Convention)'. 
h.   Preliminary  study  of  the  Federal  Constitution. 

(1)  Congress:  numbers,  terms,  qualifications  and 
mode  of  election  of  members  of  each  branch  ;  mode  of 
making  laws  (three  possible  ways)  ;  powers  of  Con- 
gress ;  special  powers  of  each  House  (what  special  or 
exclusive  powers  does  the  Senate  have  as  compared 
with  the  House?)  ;  find  in  the  Constitution  all  the  acts 
which  require  more  than  a  simple  majority  vote. 

(2)  The  President :  qualifications,  term,  manner  of 
election  (comparison  of  old  and  present  methods)  ; 
powers  (note  relations  with  Congress,  and  appointing 
power) . 

(3)  The  judiciary  :  kinds  of  courts  ;  tenure  of  judges  ; 
jurisdiction  of  courts  (general  features  only) . 

(4)  Division  of  powers  between  state  and  national 
government. 

Constitution.  For  brief  comment,  any  Civil  Govern- 
ment, e.g.  Fiske,  Strong  and  Shafer,  Morey,  Hinsdale's 
American  Government. 

Bryce,  American  Commonwealth  (very  valuable).  A 
helpful  guide  to  Bryce  is  Clark's  Outline  of  Civics.  Hart, 
Actual  Government.  Wilson,  Congressional  Government. 
Additional  Topics  : 

A.  Describe  the  two  forms  of  territorial  government 
laid  down  in  the  Ordinance  of  1787. 

B.  Find  four  or  five  rights  guaranteed  to  the  people 
of  the  northwest  territory,  and  note  their  appearance  in 
the  Constitution. 

C.  Compare  the  Constitution  with  the  Articles  of 
Confederation   with   reference  to:     (1)    representation; 


334  American  History 

(2)  methods  of  raising  money ;  (3)  voting  in  Congress ; 
(4)  amendments. 

D.  How  has  the  Constitution  remedied  the  defects 
enumerated  in  Hart,  Contemporaries,  III,  Nos.  41,  54  ? 

E.  Contemporary  arguments  against  ratification  of  the 
Constitution.  Contemporaries,  III,  Ch.  xi ;  Source  Book, 
No.  68. 

F.  The  contest  over  ratification  in  Massachusetts  ;  in 
New  York;  in  Virginia.  Contemporaries,  III,  Ch.  xi. 
Fiske,  Critical  Period,  Ch.  vii.  McMaster,  I,  Ch.  v. 
Lodge,  Hamilton,  64-73.  Hosmer,  Samuel  Adams,  392- 
401.  Tyler,  Patrick  Henry,  Ch.  xviii.  American  Ora- 
tions, I.     Hart,  Source  Book,  No.  69. 

VIII.    The  Federalist  Supremacy,  1789-1801. 

18.   Organization  of  the  National  Government. 

a.  Inauguration ;    executive   departments ;   inferior  courts ; 

first  ten  amendments. 

Brief  Accounts :  Walker,  Making  of  the  Nation,  88-99. 
Fiske,  Civil  Government,  236-240,  250-252  (on  present 
departments) . 

Longer  Accounts  :  McMaster,  I,  Ch.  vi.  Schouler,  I,  Ch. 
ii.  Bryce,  Commonwealth  (abridged  edition),  Ch.  viii 
(cabinet)  ;  Ch.  xxi  (Federal  courts,  descriptive  of  pres- 
ent conditions). 

Sources :  Constitution,  Art.  II,  section  1  ;  section  2, 
clause  1 ;  Art.  Ill,  section  1  ;  Amendments,  I-X.  Hart, 
Contemporaries,  III,  No.  77  (proceedings  in  Congress), 
No.  79  (hospitality  of  the  Senate  to  President  Washing- 
ton). Both  of  these  extracts  are  from  the  interesting 
journal  of  Senator  William  Maclay.  No.  81  (office-seek- 
ers). Source  Book,  No.  71  (Maclay,  on  Washington). 
Old  South  Leaflets,  No.  10  (inaugural  address),  No.  65 
(address  to  churches).  See,  for  entire  period,  Historical 
Sources  in  Schools,  §  80. 

b.  Financial  system,  and  formation  of  the  Republican  party. 

(1)  Tariff.     Taussig,  Tariff  History,  8-16.     Lodge, 
Hamilton,  108-114  (report  on  manufactures).     Hart, 


Outline  of  American  History         335 

Contemporaries,  III,  No.  78  (first  tariff  debate).  Mac- 
donald,  Documents,  No.  12  (Hamilton's  report  on 
manufactures). 

(2)  Debts.  Lodge,  Hamilton,  1 17-129.  Hart,  Con- 
temporaries, III,  No.  76;  MacDonald,  Documents, 
No.  6  (Hamilton's  first  report  on  the  public  credit). 
Source  Book,  No.  73  (Jefferson's  account  of  the  com- 
promise on  assumption). 

(3)  Excise.  MacDonald,  Documents,  No.  8  (Ham- 
ilton's second  report  on  public  credit). 

(4)  National  Bank.  Lodge,  Hamilton,  98-105. 
Hart,  Contemporaries,  III,  No.  82.  MacDonald, 
Documents,  Nos.  9  (Hamilton's  report),  10  (Jeffer- 
son's opinion  on  constitutionality),  11  (Hamilton's 
opinion  on  constitutionality). 

(5)  Formation  of  parties.  Hart,  Contemporaries, 
III,  Nos.  83,  85  (Jefferson's  opinion  of  Hamilton),  86 
(Hamilton's  opinion  of  Jefferson). 

References : 

Walker,  Making  of  the  Nation,  78-87.  Schouler,  I, 
Ch.  ii.  (use  table  of  contents).  McMaster,  I,  Ch.  vi; 
II,  Ch.  vii.  Lodge,  Washington,  II,  103-120.  Lodge, 
Hamilton,  Ch.  vii.  Morse,  Jefferson,  100-129.  Gay, 
Madison,  Chs.  xi,  xii. 
c.   The  new  government  tested  :  Whiskey  Rebellion  ;  Indian 

Wars. 

Brief  Accounts:  Walker,  Making,  103-107,  123-125. 
Lodge,  Hamilton,  180-184. 

Longer  Accounts:  Lodge,  Washington,  II,  81-103, 
120-128.  McMaster,  II,  Ch.  ix.  Schouler,  I.  Von 
Hoist,  I,  94-104. 

Source:    MacDonald,  Documents,  No.  15   (Washing- 
ton's message,  1794). 
Additional  Topics : 

A.  "  Our  Republican  Court : "  titles,  ceremonials, 
levees.  Lodge,  Washington,  II,  50-57.  Schouler,  I, 
Ch.  ii.     McMaster,   I,  Ch.  vi. 


336  American  History 


B.  The  First  Slavery  Debates  :  import  tax ;  petitions  ; 
fugitive  slave  law,  1793.  Gay,  Madison,  in  Ch.  xi. 
Schouler,  I.  McMaster,  I.  MacDonald,  Documents, 
No.  7.  Constitution,  I,  section  9,  clause  1 ;  IV,  section  2, 
clause  3. 

C.  Political  writings :  newspapers,  pamphlets,  foreign 
editors.  Schouler,  I  (use  table  of  contents).  Hart, 
Contemporaries,  III,  No.  87  (an  extract  from  the 
National  Gazette). 

D.  Find  in  the  Constitution  three  limitations  on  the 
power  of  Congress  to  tax. 

19.   Foreign  Relations,  1 793-1 800. 

a.  Outbreak  of  war  between  England  and  France.     (See 

Outline  of  European  History,  pp.  190-194.)  Procla- 
mation of  neutrality  is  in  MacDonald,  Documents,  No. 
13.     Criticism  in  Hart,  Contemporaries,  III,  No.  94. 

b.  Relations  with  France:  Genet;  X,  Y,  Z  affair;  war  of 

1798;  treaty  of  1800.  Hart,  Contemporaries,  III, 
Nos.  95  (Genet)  ;  99  (X,  Y,  Z).  Pennsylvania  Re- 
prints, VI,  No.  2  (X,  Y,  Z).  MacDonald,  Documents, 
No.  16.  Turner,  Diplomatic  Contest  for  Mississippi 
Valley,  Atlantic,  May-June,  1904;  article  on  Genet  in 
American  Historical  Review,  July,  1898. 

c.  Relations  with  England:   Jay's  Treaty;    constitutional 

questions  involved  (Schouler,  I,  321-329).  Important 
extracts  in  MacDonald,  Documents,  No.  14.  For 
Fisher  Ames's  famous  defence  of  the  treaty  in  the 
House  of  Representatives,  see  Hart,  Contemporaries, 
III,  No.  97 ;  or  Johnston's  American  Orations,  I. 
Gallatin's  speech  is  in  the  latter  volume.  Pellew,  Jay, 
Ch.  xi. 

d.  Relations  with  Spain  :  Mississippi  question  and  the  treaty 
of  1795.     Ogg,  Opening  of  the  Mississippi,  411-459. 

General  References  : 

Brief  Account:  Walker,   Making  of  the  Nation,  99- 
103,  115-123,  137-144. 
Longer    Accounts:    Lodge,   Washington,    II,   Ch.   iv. 


Outline  of  American  History         337 

Lodge,  Hamilton,  Chs.  viii,  ix  (first  part) .  Gay,  Madison, 
193-222.  Morse,  Jefferson,  Ch.  x.  Magruder,  Marshall, 
Ch.  vii.     Morse,  Adams,  269-283. 

Source :  Hart,  Source  Book,  Nos.  74,  75. 
Additional  Topics: 

A.  Attacks  on  Washington.  McMaster,  II  (use  table 
of  contents). 

B.  Washington's  Farewell  Address.  Old  South  Leaf- 
lets, No.  4.     Hill,  Liberty  Documents,  Ch.  xviii. 

C.  Treaties  :  How  made  ?  May  the  House  refuse  to 
vote  money  necessary  to  carry  out  a  treaty  ?  Can  a  treaty 
alter  a  law  of  the  United  States  ?  Can  a  law  supersede  a 
treaty?  Constitution,  Art.  II,  section  2,  clause  2.  Art.  I, 
section  9,  clause  7.  Art.  VI,  clause  2.  McMaster.  II, 
266-276.     Bryce,  Commonwealth,  78-80  (or  I,  106-109). 

20.   Fall  of  the  Federalists,  1 798-1 801. 

a.  Alien  and  Sedition  Acts ;  Virginia  and  Kentucky  Reso- 

lutions.    The  text  of  the  acts  and  resolutions  is  in 
American  History  Leaflets,  No.  15  ;  MacDonald,  Docu- 
ments, Nos.  16-23. 
Brief  Account:  Walker,  Making  of  the  Nation,  149- 

155* 

Longer  Accounts :  Gay,  Madison,  Ch.  xv.  Von  Hoist, 
I,  141-167.  McMaster,  II,  389-403;  Ch.  xi  (sedition 
trials,  use  index). 

Sources:  Hart,  Contemporaries,  III,  Nos.  101,  104. 
Constitution,  Amendments,  I.  American  Orations,  I 
(Nicholas  on  the  sedition  act). 

b.  Party   organization  and   conflicts,   and   the   election  of 

1 800- 1 80 1. 

Brief  Accounts :  Walker,  Making  of  the  Nation,  157- 
167.     Lodge,  Hamilton,  225-236. 

Longer  Accounts :  Stanwood,  Presidential  Elections ; 
or  History  of  the  Presidency.  Schouler,  I,  472-500. 
McMaster,  II,  Ch.  xi  (use  table  of  contents). 

Sources :  Hart,  Contemporaries,  III,  Nos.  103,  105. 
Constitution,  Art.  II,  section  1. 


338  American  History 

IX.    The  Jeffersonian  Republicans,  1801-1817. 

21.  General  Principles  and  Domestic  Policy  of  Jeffer- 

son's Administration. 

a.  Inaugural  address.     American  Orations,  I.     Old   South 

Leaflets,  No.  104.  Hart,  Contemporaries,  III,  No.  106. 
A  Federalist's  comment  on  Jefferson,  Hart,  Source 
Book,  No.  77.  Hart,  Formation  of  Union,  176-179. 
Longer  criticism  in  Henry  Adams,  I,  Ch.  vii.  Henry 
Adams,  History  of  the  United  States  (during  the  ad- 
ministrations of  Jefferson  and  Madison),  is  the  best 
authority  for  the  period  1801-1817.  Morse,  Jefferson, 
209-218.     Schouler,  II,  1-4. 

b.  The  civil  service  under  Jefferson.     Hart,  Formation,  179- 

180.     Morse,  Jefferson,  218-225.     Schouler,  II,  6-12. 
Source :  Contemporaries,  III,  No.  107. 

c.  The    attack    on    the   judiciary:     Schouler,    II,    86-89. 

McMaster,  III,  162-183.  Henry  Adams,  II,  143 
(Pickering)  ;  Ch.  x  (trial  of  Chase).  Adams,  John 
Randolph,  130-152. 

Source :  Constitution,  Art.  I,  section  2,  clause  5  ;  section 
3,  clauses  6,  7. 

d.  Financial  policy :    reduction  of  debt ;  retrenchment  in 

army  and  navy.  Hart,  Formation,  182-183.  Schouler, 
II,  22-25.  Walker,  175.  Henry  Adams,  I,  238-243. 
Stevens,  Gallatin,  Ch.  vi. 

22.  Expansion. 

a.   Louisiana  Purchase ;  territorial  and  constitutional  impor- 
tance. 

Brief  Accounts:  Hart,  Formation,  185-187.  Walker, 
Making,  177-184. 

Longer  Accounts :  Gilman,  Monroe,  74-93.  H.  Adams, 
II  (best  account).  Schouler,  11,40-59.  McMaster,  II, 
Ch.  xiii;  III,  Ch.  xiv.  Von  Hoist,  I,  183-192  (chiefly  a 
discussion  of  its  constitutionality).  Roosevelt,  Winning 
of  the  West,  IV,  Ch.  vi.  Hosmer,  History  of  the  Louisi- 
ana Purchase.  Ogg,  Opening  of  the  Mississippi.  Turner, 
in  Atlantic,  May-June,  1904. 


Outline  of  American  History         339 

Sources :  American  Orations,  I  (Josiah  Quincy  on  the 
admission  of  Louisiana  as  a  state).  Contemporaries,  III, 
Nos.  111-114,  123  (Quincy's  speech).  Source  Book, 
No.  78.  MacDonald,  Documents,  No.  24  (Treaty  of  ces- 
sion). Old  South  Leaflets,  No.  105  (Louisiana  in  1803). 
b.   Oregon;  Lewis  and  Clark  expedition,  1 803-1 806.     Mc- 

Master,  II,  633-635  ;  III,  142-144.     Henry  Adams,  II, 

12,  215.     Roosevelt,  Winning  of  the  West,  IV,  Ch.  vii. 

Sources :  Old  South  Leaflets,  No.  44  (Jefferson's  in- 
structions to  Lewis).  Contemporaries,  III,  No.  115  (ex- 
tract from  report  of  Lewis  and  Clark).  Source  Book, 
No.  80  (Gass1s  Journal).  See,  also,  Larned,  Literature 
of  American  History,  pp.  1 72-1 81. 
Map  : 

The  United  States  at  the  close  of  Jefferson's  first  term. 
Hart,  Formation,  map  4;  same  in  Epoch  Maps. 
Additional  Topics : 

A.  The  Federalists'  Secession  Projects.  Hart,  For- 
mation, 188-189.  Schouler,  II,  68-75.  McMaster,  III, 
42-53.     Von  Hoist,  I,  183-199. 

B.  Why  did  Hamilton  accept  Burr's  challenge  ?  Lodge, 
Hamilton,  251-271. 

C.  Burr's  conspiracy.  Hart,  Formation,  1 89-191. 
Walker,  Making  of  the  Nation,  206-208.  Morse,  Jeffer- 
son, 280-285.  McMaster,  III,  54-88.  Constitution,  Art. 
Ill,  section  3,  clauses  1,  2.  Schouler,  II,  133-139.  Mc- 
Caleb,  The  Aaron  Burr  Conspiracy. 

D.  War  with  the  Barbary  Pirates.  Hart,  Formation, 
184-185.  Schouler,  II,  17-20,  75-78.  McMaster,  II, 
Ch.  xiii;  III,  200-208.  Henry  Adams,  I,  244;  II,  425. 
Maclay,  United  States  Navy,  I. 

Source  :  Contemporaries,  III,  No.  108. 
23.    Struggle  for  Neutral  Rights.     (See  Outline  of  Euro- 
pean History,  pp.  195-196.) 

a.  Aggressions  by  England  and  France  on  neutral  trade : 
Berlin  and  Milan  decrees;  Orders  in  Council;  im- 
pressments. 


34°  American  History 


Brief  Accounts:  Hart,  Formation,  191-195.  Walker, 
Making,  190-197.  Channing,  United  States  of  America, 
174-180. 

Longer  Accounts :  Morse,  Jefferson,  255-267.  Schouler, 
II,  Ch.  vi.  McMaster,  III,  219  and  following.  Henry 
Adams,  III,  Chs.  iv,  xvi. 

Sources:  Source  Book,  Nos.  74,  76,  79.  Contem- 
poraries, III,  Nos.  1 1 6-1 19. 

Retaliatory  measures  :  non-importation  ;  embargo ;  non- 
intercourse  act;  Macon's  bill  No.  2. 
Brief  Accounts :   Hart,  Formation,  192-203.     Walker, 
Making,  199-203,  217-224. 

Longer  Accounts :  Morse,  Jefferson,  Ch.  xvii.  Gay, 
Madison,  Ch.  xvii.  McMaster,  III,  especially  Chs.  xix,  xx. 
Schouler,  II.     Henry  Adams,  IV. 

Sources :  MacDonald,  Documents,  Nos.  27  (embargo 
act),  28  (non-intercourse  act).  Contemporaries,  III, 
Nos.  121,  122  (embargo).  Source  Book,  No.  31. 
The  War  of  1812:  causes,  French,  English,  and  Ameri- 
can ;  comparison  of  strength ;  military  and  naval 
warfare  ;  opposition  to  the  war  (Hartford  Convention)  ; 
treaty  of  peace.  For  the  influence  of  the  young 
Republicans,  see  Schurz,  Clay,  I,  Ch.  v;  McMaster, 
III,  419,  427-440  ;  Henry  Adams,  VI,  122-153.  Clay's 
speech  on  the  war  is  in  American  Orations,  I,  and 
Contemporaries,  III,  No.  125.  For  Randolph's  speech 
on  the  militia  bill,  see  American  Orations,  I.  Causes 
of  the  war :  MacDonald,  Documents,  No.  29 ;  Source 
Book,  No.  83.  Declaration  of  war,  MacDonald,  No.  30. 
On  the  military  and  naval  events  :  McMaster,  IV  (use 
table  of  contents)  ;  Henry  Adams,  VI-VIII  (use  table 
of  contents)  ;  Roosevelt,  Naval  War  of  1812  ;  Maclay, 
United  States  Navy.  On  the  Hartford  Convention 
and  opposition  in  general  to  the  war :  Hart,  Forma- 
tion, 214-218;  Walker,  Making,  240-247;  Von  Hoist, 
I,  253-272 ;  McMaster,  IV,  Ch.  xxviii,  especially  247- 
252;  Schouler,  II,  461-476;  Henry  Adams,  VIII,  IX; 


Outline  of  American   History         341 

MacDonald,  Documents,  No.  32  (report  of  the  Hart- 
ford Convention).     Treaty  of  Peace  and  resulft  of  the 
war:  Hart,  Formation,  .218-222 ;  McMaster,  IV,  256- 
276;  Schouler,  II,  477-485;  Schurz,  Clay,  I,  Ch.  vi ; 
Morse,  J.  Q.  Adams,  75-98;    Stevens,  Gallatin,  312- 
337  ;  Henry  Adams,  IX  ;  MacDonald,  Documents,  No. 
31   (treaty  of  Ghent)  ;    Contemporaries,  III,  No.   128 
(discussion  of  the  treaty  by  J.  Q.  Adams)  ;    Source 
Book,  No.  87  (discussion  of  the  peace,  Gallatin). 
Sources :  Contemporaries,  III,  Nos.  124  (capture  of  the 
Java),  127  (campaign  of  New  Orleans).      Source  Book, 
Nos.   84   (capture  of   the   Guerriere),   85    (capture   of 
Washington),  86  (battle  of  New  Orleans).      Historical 
Sources  in  Schools,  §  82.      For  further  references  and 
for  criticisms  of  books  on  war  of  181 2,  see  Larned,  Liter- 
ature of  American  History,  pp.  167-172. 
Additional  Topics : 

A.  Group  all  the  clauses  of  the  Constitution  which 
relate  to  war. 

B.  The  Speaker  of  the  House  of  Representatives. 
Bryce  (abridged  edition),  104-107.  Wilson,  Congres- 
sional Government,  103-111.     Follett,  The  Speaker. 

X.    Reorganization,  1817-1829. 
24.   Economic  Reorganization. 

a.  The  tariff:  effects  of  the  events  of  1808-1815  on  com- 
merce, agriculture,  and  manufacturing;  protectionist 
arguments ;  attitude  of  the  political  leaders,  Clay,  Cal- 
houn, Webster,  and  Randolph ;  tariff  acts  of  1816, 
1824,  1828. 

Brief  Accounts:  Hart,  Formation,  225,  229-231,  247, 
257.  Walker,  Making,  257-261.  Burgess,  Middle 
Period,  109-115,  157-163. 

Longer  Accounts :  Taussig,  Tariff  History,  1-24,  68-103 
(best  account).  Schurz,  Clay,  I,  1 26-1 31  (act  of  18 16), 
212-221  (act  of  1824,  "American  System").  Lodge, 
Webster,  1 54-1 71  (an  interesting  account  of  Webster's 
attitude   towards   the   tariff,    1816-1828).      Von   Hoist, 


342  American  History 

Calhoun,  33-35,  66-73.  Henry  Adams,  Randolph,  279. 
McMaster,  IV,  Ch.  xxxi ;  V,  Ch.  xlvi.  Dewey,  Financial 
History. 

Sources:  Hart,  Contemporaries,  III,  Nos.  129  (com- 
mercial effects  of  the  war),  130  (Randolph's  objections 
to  a  protective  tariff).  MacDonald,  Documents,  Nos.  44, 
45  (protests  of  South  Carolina  and  Georgia  against  the 
tariff  of  1828).  American  Orations,  IV,  202  (Clay's 
speech  on  protection). 
b.    Banking :  evils  of  state  banks ;  the  second  United  States 

Bank,  1816. 

Hart,  Formation,  226-227.     Walker,  Making,  261-262. 

Longer:  McMaster,  IV,  III,  Chs.  xxx,  xxxvi. 

Sources:    MacDonald,  Documents,   No.  33  (bank  act 
of  1 816).      Hart,  Contemporaries,  III,  No.   132  (state 
banking) . 
25.  Westward  Migration  and  Internal  Improvements. 

a.  Westward  migration :  influence  of  conditions  on  the  sea- 

board (McMaster,  IV,  381-385)  ;  methods  and  routes 

of  travel;  conditions  of  western  life,  1 800-1 830. 

McMaster,  IV,  Ch.  xxxiii.  Roosevelt,  T.  H.  Benton, 
Ch.  i.  Roosevelt,  Winning  of  the  West,  IV,  Ch.  v. 
Century  Magazine,  Vol.  63,  Nov.  1 901 -Jan.  1902,  articles 
by  Hough.  Shaler,  United  States,  I,  Ch.  v,  especially 
287-303.  Higginson,  Larger  History,  Ch.  xvii.  Sparks, 
Expansion  of  the  American  People. 

Sources:  Contemporaries,  III,  Ch.  xxi.  Source  Book, 
Nos.  90,  92,  93.     Historical  Sources  in  Schools,  §  83. 

b.  Internal  improvements :  need  of  better  communication  be- 

tween East  and  West  (McMaster,  School  History,  279- 
282)  ;  political  and  economic  results  of  the  Erie  Canal 
and  the  railroads ;  the  constitutional  question  involved. 
McMaster,  IV,  411-429,  V,  132-136.     Von  Hoist,  Cal- 
houn, 35-37.     Burgess,  Middle  Period,  1 16-122,  166-170. 
Sparks,  Men  Who  made  the  Nation,  Ch.  vii.     Schouler, 
II,  296-298  ;  III,  346-352  ;  IV,  122-131.     Encyclopaedias 
(articles  on  "Railroads"). 


Outline  of  American  History         343 

Sources:  Contemporaries,  III,  Nos.  131  (Calhoun), 
165,  166,  167  (travel  by  rail,  coach,  and  canal).  Gilman, 
Monroe,  239-248  (summary  of  Monroe's  vetoes).  Cald- 
well, Survey,  233  (American  History  Studies,  No.  10). 
Old  South  Leaflets,  No.  108  (steamboat). 
c.  The  Indians  in  Georgia  and  the  question  of  State  Sover- 
eignty. 

Hart,  Formation,  255-256.  Wilson,  Division  and  Re- 
union, 36-38.  .Burgess,  Middle  Period,  Ch.  x.  Schouler, 
III,  370-380. 

For  further  references  on  Expansion,  1 783-1 828,  see 
Larned,    Literature    of    American     History,    pp.    172- 
181. 
26.   Slavery  and  the  Missouri  Compromises. 

a.  Slavery  extension,  1783-1818:  constitutional  recognition 

of  slavery ;  fugitive  slave  act,  1793  ;  economic  and  polit- 
ical effects  of  the  cotton  gin ;  balancing  of  states ;  ex- 
tent of  slavery,  1 818  {map). 
Burgess,  Middle  Period,  48-60.     Schouler,  III,  134- 

146.     Von  Hoist,  I,  302-356  (340-356,  economic  contrast 

between  the  free  and  slave  states). 

b.  The  struggle  for  Missouri :  significance  of  the  contest ; 

first  compromise  (Tallmadge,  Thomas)  ;  second  com 

promise    (Clay) ;    constitutional   questions    involved ; 

cite  the  sections  of  the  Constitution  of  the  United 

States  relating  to  these  questions. 

Rhodes,  History  of  United  States  since  Compromise  of 
1850,  I,  29-38.  Burgess,  Middle  Period,  Ch.  iv  (detailed 
and  constitutional).  Schurz,  Clay,  I,  Ch.  viii.  McMas- 
ter,  IV,  570-601.  Von  Hoist,  I,  357-381.  Schouler,  III, 
155—173.  Henry  Wilson,  Rise  and  Fall  of  the  Slave 
Power,  I,  Chs.  xi,  xii. 

Sources:  MacDonald,  Documents,  Nos.  35-41.  Con- 
temporaries, III,  Nos.  135,  136  (comments  on  compro- 
mise). Source  Book,  No.  91  (J.  Q.  Adams's  comments). 
American  Orations,  II.  Historical  Sources  in  Schools, 
§83. 


344  American  History 

Map: 

Status  of  slavery,  1821.     Shade  the  portions  of  the 
country  affected  by  the  compromise. 
27.   The  Monroe  Doctrine  and  the  Panama  Congress. 

a.  Conditions  leading  to  the  Monroe  doctrine. 

McMaster,  V,  31-34.  Paxson,  Independence  of  the 
South  American  Republics.  Contemporaries,  III,  Nos. 
142  (Holy  Alliance),  145  (Russian  ukase).  (See  Outline 
of  European  History,  p.  198.) 

b.  Earlier  statements   of  the   principles   of  the   doctrine. 

American  History  Leaflets,  No.  4.  Contemporaries, 
III,  No.  147  (extracts  from  Monroe's  earlier  messages) . 
American  Historical  Review,  July  and  October,  1902, 
contains  a  noteworthy  article  ("  John  Quincy  Adams  and 
the  Monroe  Doctrine,"  by  Worthington  C.  Ford),  on  the 
correspondence  leading  up  to  the  message  of  1823 ;  see 
especially  the  final  paragraph.    Gilman,  Monroe,  162-170. 

c.  Contemporary  comment  on  the  doctrine. 

For  significant  extracts  from  the  message,  see  Mac- 
Donald,  Documents,  No.  43  ;  Contemporaries,  III,  No. 
147 ;  American  History  Leaflets,  No.  4 ;  Old  South 
Leaflets,  No.  56;  Hill,  Liberty  Documents,  321. 

For  comments,  see  McMaster,  V,  48-53  (footnotes, 
containing  English  newspaper  comments)  ;  Hill,  Liberty 
Documents,  323-328  ;  Hart,  Contemporaries,  III,  No.  148. 

d.  Later  developments  of  the  doctrine.    Hart,  "  The  Monroe 

Doctrine  and  the  Doctrine  of  Permanent  Interest,"  in 
American  Historical  Review,  October,  1901  ;  reprinted 
in  his  Foundations  of  American  Foreign  Policy. 
General  References  (for  Monroe  Doctrine)  : 

Brief  Accounts :  Hart,  Formation,  241-244.     Burgess, 
Middle  Period,  123-128.     Morse,  J.  Q.  Adams,  130-137. 
Longer  Accounts :  Gilman,  Monroe,  Ch.  vii.     Schouler, 
III,  277-293.    McMaster,  V,  Ch.  xli.    Hill,  Liberty  Docu- 
ments, 329-339- 

e.  The  Panama  Congress. 

Hart,  Formation,  251-253.     Burgess,  Middle   Period, 


Outline  of  American  History        345 

146-155.     Schouler,  III,  358-366.     Von  Hoist,  I,  409- 
419,   429    and    following.      Schurz,   Clay,   I,   267-273. 
McMaster,  V,  Ch.  li. 
28.   Political  Reorganization  and  the  Triumph  of  Jack- 
son. 

a.  Growth   of  nationalism   as   shown   by   Supreme    Court 

decisions. 

Hart,  Formation,  234-236.  McMaster,  V,  Ch.  1. 
Magruder,  John  Marshall,  Ch.  x.  Thayer,  Marshall. 
Lodge,  Webster,  Ch.  iii  (Dartmouth  College  case). 

Sources:  Contemporaries,  No.  133  (extract  from  Mc- 
Culloch  vs.  Maryland).  Hill,  Liberty  Documents,  Ch. 
xix  (McCulloch  case  with  comments).  Historical 
Sources   in   Schools,   §  83. 

b.  The  "scrub  race  for  the  presidency,"  1 824-1 825. 

Stanwood,  Presidential  Elections,  Ch.  xi,  or  his 
Presidency.  Burgess,  Middle  Period,  131-136  (brief 
description  of  candidates) .  On  the  "  corrupt  bargain  " 
charge,  see  Morse,  J.  Q.  Adams,  181-189.  Schurz,  Clay, 
I,  Ch.  x.     Sumner,  Jackson,  Ch.  iv. 

c.  New  political  methods,  and  the  election  of  1828. 

Hart,  Formation,  246-247,  259-262.  Fiske,  Civil  Gov- 
ernment, 216-217,  261-263  (gerrymander,  spoils). 

Stanwood,  History  of  the  Presidency,  or  his  Presi- 
dential Elections,  Ch.  xii.  Schurz,  Clay,  I,  288-292. 
Wilson,  Division  and  Reunion,  9-26  (significance  of 
Jackson's  election).     Brown,  Jackson,  106-117. 

Source :  MacDonald,  Documents,  No.  42  (tenure  of 
office  act  of  1820). 

d.  Personal  features  of  Jackson's  administration  :  Jackson's 

character ;  the  Kitchen  cabinet ;  the  spoils  system  in- 
troduced into  national  politics. 

Wilson,  Division  and  Reunion,  26-34.  Roosevelt, 
Benton,  Ch.  iv.  Brown,  Jackson,  1 18-128.  Sumner, 
Jackson,  102-4,  140-163.  Schouler,  III,  451-461.  Mc- 
Master, V,  525-536. 

Sources:   Contemporaries,  III,  Nos.   158    (removals), 


346  American   History 

160  (extract  from  Major  Jack  Downing),  162  (Jackson's 
statement  of  principles).     Source  Book,  No.  102    (ex- 
tract from  Major  Jack  Downing). 
Additional  Topics : 

A.  Indian  troubles,  1824-1828,  1830-1832.  Hart, 
Formation,  255-256.  Wilson,  Division  and  Reunion, 
36-38.  Burgess,  Middle  Period,  210-220.  Schouler,  III, 
370-380,477-480;  IV,  233-235.  Morse,  J.  Q.  Adams. 
Sumner,  Jackson. 

B.  Jackson  as  a  type  of  American  frontier  life  in  1829. 
Brown,  Jackson. 

C.  Internal  improvements. 

D.  Public  lands. 

For  further  references  and  for  criticisms  of  books  for 
periods  VII-X,  see  Larned,  Literature  of  American  His- 
tory, pp.  1 52-181,  and  index. 
XI.  National  Democracy,  1829-1844. 
29.   Nullification  in  South  Carolina;  the  Question  of 
State  Sovereignty. 

a.  The  "  great  debate  " :  nullification  in  theory. 

Wilson,  Division  and  Reunion,  43-48.  Schouler,  III, 
483-488.  Lodge,  Webster,  172-204  (includes  estimate 
of  Webster  as  an  orator). 

Sources:  Important  extracts  in  MacDonald,  Docu- 
ments, Nos.  47,  49  (Webster),  48  (Hayne).  Hart,  Con- 
temporaries, III,  Nos.  159  (Webster),  161  (Calhoun). 
American  History  Leaflets,  No.  30  (extracts  from  Webster, 
Hayne,  and  Calhoun).  Johnston,  American  Orations,  I, 
196  (Calhoun),  213  (Hayne),  223  (Webster). 

b.  The  contest  with  South  Carolina :  nullification  in  practice. 

Wilson,  48-63.  Burgess,  220-241.  Schurz,  Clay,  II, 
Ch.  xiv.  Roosevelt,  Benton,  Ch.  v.  Von  Hoist,  Cal- 
houn, 66-84,  96-108.  Sumner,  Jackson,  194-206;  Ch. 
x;  281-291.     Schouler,  IV,  85-109. 

Sources :  MacDonald,  Documents,  Nos.  53  (ordinance 
of  nullification),  55  (Jackson's  proclamation),  56  (act  for 
enforcing  the  tariff,  force  bill). 


Outline  of  American  History        347 

c.  Compare  the  action  of  South  Carolina  in  1 832-1 833  with 
that  of  (1)  Virginia  and  Kentucky  in  1 798-1 799; 
(2)  Massachusetts  in  1813-1815;  (3)  Georgia  in 
1825-1827.  See  sections  20,  a;  23,  c  (Hartford  Con- 
vention, etc.)  ;  and  25,  c,  or  28,  Additional  Topic  A. 
30.  Financial  Questions,  1 830-1 842. 

a.  Jackson's   war  on  the   bank:   objection   to  the  bank; 

election  of  1832;   removal  of  deposits;  censure  and 

protest. 

Wilson,  Division  and  Reunion,  69-88.  Brown,  Jack- 
son, 137-150.  Burgess,  Middle  Period,  Chs.  ix,  xii. 
Sumner,  Jackson.  Schurz,  Clay,  I,  372-382;  II,  Ch. 
xv.  Roosevelt,  Benton,  Ch.  vi.  Schouler,  IV  (use  table 
of  contents).  Dewey,  Financial  History.  Von  Hoist, 
II,  Ch.  i.  Stanwood,  History  of  the  Presidency,  or 
Presidential  Elections. 

Sources:  MacDonald,  Documents  (Jackson's  annual 
messages,  Jackson's  protest,  Benton's  expunging  resolu- 
tion). American  History  Leaflets,  No.  24.  American 
Orations,  I  (Benton's  speech  on  the  expunging  reso- 
lution) . 

b.  Financial  depression,  1 837-1 840:  "pet  banks;"  distri- 

bution of  surplus  revenue ;   specie  circular ;  panic  of 

1837;  independent  treasury,  1840  (1846). 

Wilson,  Division  and  Reunion,  88-98.  Schouler,  IV. 
Shepard,  Van  Buren,  Chs.  viii-ix.  Schurz,  Clay,  II, 
Ch.  xix.     Roosevelt,  Benton,  Chs.  vii,  ix. 

Sources:  MacDonald,  Documents,  Nos.  67  (specie 
circular),  75  (independent  treasury  act  of  1846). 

c.  Whig  financial  measures ;  Tyler's  bank  vetoes  ;  tariff  of 

1842. 

Wilson,   Division    and   Reunion,    133-140.     Taussig, 
Tariff  History,    112-114,    1 19-140.     Schouler,   IV,   Ch. 
xvii,  section  I.     Schurz,  Clay,  II,  Ch.  xxiii. 
Additional  Topics : 

A.  Nominating  conventions,  Bryce,  Commonwealth, 
Chs.  liii.  liv. 


348  American  History 


B.  "Why  great  men  are  not  chosen  presidents." 
Bryce,  Ch.  viii. 

C.  Ashburton  treaty,  1842.  Lodge,  Webster,  Ch. 
viii.     Schouler,  IV,  396-402. 

31.   Anti-slavery  Agitation,  1 831-1838. 

a.  Actual  conditions  of  slavery. 

Brief  Accounts:  Wilson,  Division  and  Reunion,  125- 
132.  Schouler,  IV,  203-210.  Rhodes,  History  of  the 
United  States  since  the  Compromise  of  1850,  I,  Ch.  iv 
(excellent  brief  account  of  slavery  about  1850). 

Sources:  Contemporaries,  III,  Ch.  xxvi;  IV,  Ch.  iv. 
Historical  Sources  in  Schools,  §  85,  p.  250. 

b.  Revival  of  the  slavery  question :   a  period   of  general 

moral  and  religious  revival  (Von  Hoist,  II,  84-85)  ; 
new  character  of  the  agitation ;  leaders  (Lundy,  Garri- 
son, Birney). 

Brief  Accounts:  Wilson,  Division  and  Reunion,  117- 
123.  Burgess,  Middle  Period,  242-249.  Rhodes,  I,  53. 
Schouler,  IV,  210-216. 

Longer  Accounts :  Henry  Wilson,  Rise  and  Fall  of  the 
Slave  Power,  I,  Ch.  xiii.  Lives  of  Garrison,  especially 
that  by  W.  P.  and  F.  J.  Garrison. 

Sources:  Old  South  Leaflets,  Nos.  73  (Liberator,  I, 
1),  79  (Phillips's  eulogy  on  Garrison).  Contemporaries, 
III,  No.  174  (Garrison's  principles).  Old  South  Leaflets, 
No.  80  (Theodore  Parker  on  slavery).  Contemporaries, 
III,  No.  181  (Slade).  Old  South  Leaflets,  No.  81  (anti- 
slavery  convention  of  1833).  Contemporaries,  III,  No. 
176  (anti-slavery  meetings).  MacDonald,  Documents, 
No.  63  (Constitution  of  the  American  Anti-Slavery 
Society) . 

c.  Northern  opposition  to  the  abolitionists  :  public  meetings 

and  protests ;  riots ;   social  ostracism. 

Schouler,  IV,  216-218,  299.  Rhodes,  1, 60.  Von  Hoist, 
II,  Ch.  ii.  Wilson,  Slave  Power,  I,  Chs.  xvii  (Prudence 
Crandall),  xx,  xxi  (northern  mobs),  xxvii  (Lovejoy). 

Sources:  Source  Book,  No.  96  (Garrison  mob,  1835). 


Outline  of  American  History         349 

American  Orations,  II  (Phillips  on  the  murder  of  Love- 
joy)- 
d.    Constitutional  questions  involved  :  right  of  petition  ;  free 
speech  ;  use  of  the  mails. 

Rhodes,  I,  67.  Burgess,  Middle  Period,  252-277. 
Morse,  J.  Q.  Adams,  243-280. 

For  further  references,  and  for  criticisms  of  books  on 
slavery,   see   Larned,   Literature  of  American   History, 
pp.  181-204. 
XII.    Slavery  in  the  Territories,  1844-1860. 
32.   Annexation  of  Texas  and  the  Mexican  War. 

a.  Independence  of  Texas. ' 

Wilson,  Division  and  Reunion,  141-143.  Burgess, 
Middle  Period,  290-300.  Rhodes,  I,  76.  Schouler,  IV, 
247-257,  302-307.     Von  Hoist,  II. 

Source:  Contemporaries,  III,  No.  185  (Houston's 
account  of  the  Texan  Revolution). 

b.  Annexation  of  Texas :  Tyler's  attempt ;  the  election  of 

1844;  how  annexation  was  accomplished. 

Rhodes,  I,  77-85.  Schouler,  IV,  440-451,  457-461, 
465-486.  Stanwood,  History  of  Presidency,  or  his 
Presidential  Elections.  Schurz,  Clay,  II,  236-268.  Von 
Hoist,  Calhoun,  Ch.  viii.     Garrison,  Texas. 

Source:  Contemporaries,  III,  Nos.  187  (Clay's  Raleigh 
letter),  188  (Calhoun's  letter  to  Lord  Aberdeen),  189 
(Benton's  story  of  how  annexation  was  secured). 

c.  War  with  Mexico  :  immediate  origin  ;  campaigns  of  Tay- 

lor, Scott,  Fremont,  and   Kearny;    Wilmot   Proviso; 

treaty  of  peace. 

Brief  Accounts :  Wilson,  Division  and  Reunion,  149- 
154.     Rhodes,  I,  87-93. 

Longer  Account :  Schouler,  IV,  V. 

Sources:  Lowell,  Biglow  Papers  (extract  in  Source 
Book,  No.  104).  Contemporaries,  IV,  Ch.  ii,  especially 
Nos.  10  (extract  from  Polk's  message,  alleging  reasons 
for  war),  11  (opposition  to  war,  Corwin),  12,  13  (military 
events,  Grant,  Scott),  14  (why  the  whole  of  Mexico  was 


35°  American  History 


not  annexed,  Polk),  16  (Wilmot's  defence  of  his  Proviso). 
Historical  Sources  in  Schools,  §  86. 

See  also  Lamed,  Literature  of  American  History,  Mex- 
ican War,  pp.  204-206. 
33.   Struggle  over  Slavery  in  the  Territories. 

a.  Compromise  of  1850:  slavery  in  the  Mexican  cession. 

(1)  Settlement  of  California.  Rhodes,  I,  110-116. 
Schouler,  V,  130-146.  Source  Book,  No.  105.  Con- 
temporaries, IV,  No.  18. 

(2)  Discussion  of  compromise  measures.  Calhoun : 
Contemporaries,  IV,  No.  19;  American  Orations,  II. 
Clay:  American  Orations,  II;  Source  Book,  No.  100. 
Webster :  Contemporaries,  IV,  No.  20 ;  American 
Orations,  II.  Seward:  Contemporaries,  IV,  No.  22. 
Text  of  the  compromise  measures  in  MacDonald, 
Documents,  Nos.   78-83. 

(3)  Workings  of  the  Fugitive  Slave  Law.  Burgess, 
Middle  Period,  365-375.  Rhodes,  I,  208-213,  222- 
226,  499-506;  II,  73-77.  Source  Book,  No.  107 
(Shadrach  case).  Hart,  Chase,  163-171.  Henry 
Wilson,  Slave  Power,  II,  Chs.  xxvi,  xxxiii.  Contem- 
poraries, IV,  Nos.  30  (Parker),  31  (Burns),  29,  32 
(underground  railroad),  33  (a  personal  liberty  act). 
Sumner's  speech  in  favor  of  the  repeal  of  the  law  is 
in  American  Orations,  II.  See  also  Rhodes,  I,  265- 
269. 

General  References : 

Brief  Account:  Wilson,  Division  and  Reunion,  165- 
178. 

Longer  Accounts  :  Rhodes,  I,  Ch.  ii.  Schouler,  V,  Chs. 
xix,  xx.  Schurz,  Clay,  II,  Ch.  xxvi.  Lodge,  Webster, 
289-332.     Henry  Wilson,  Slave  Power,  II. 

Sources :  See  Historical  Sources  in  Schools,  §  86,  for 
additional  references. 

b.  The  Kansas-Nebraska  Act  and  the  Struggle  for  Kansas  : 

Douglas's  real  object ;  Topeka  and  Lecompton  consti- 
tutions ;  civil  war  in  Kansas ;  English  Bill. 


Outline  of  American  History        351 

Brief  Accounts :  Wilson,  Division  and  Reunion,  182- 
187,  199.     Hart,  Chase,  133-147- 

Longer  Accounts  :  Rhodes,  1, 424 ;  II  (excellent  detailed 
account),  especially  Ch.  vii  (use  table  of  contents),  e.g. 
struggle  for  Kansas,  Sumner's  "  Crime  against  Kansas," 
and  the  assault  on  Sumner.  Burgess,  Middle  Period, 
Chs.  xix  (detailed  account  of  the  passage  of  act),  xx 
(struggle  for  Kansas,  civil  war  in  Kansas).  Schouler, 
V,  Chs.  xxi,  xxii  (use  table  of  contents).  Spring's  Kan- 
sas (American  Commonwealth  Series).  Storey,  Sumner, 
Ch.  vii,  especially  109-117  (Sumner's  defiance  of  South- 
ern "fire  eaters"),  Ch.  viii,  Brooks's  assault  on  Sumner 
(138-153).  Lothrop,  Seward,  Chs.  ix,  x,  172  and  follow- 
ing. Henry  Wilson,  Slave  Power,  II,  Ch.  xxxv  (civil 
war  in  Kansas),  xxxvi  (assault  on  Sumner)  ;  see  table 
of  contents  for  additional  chapters  on  Kansas  Struggle. 
On  the  rise  of  the  Republican  party,  see  Rhodes,  II ; 
Contemporaries,  IV,  No.  35. 

Sources  :  MacDonald,  Documents,  Nos.  85-88  (dealing 
with  the  Kansas-Nebraska  act),  No.  90  (extract  from 
the  report  of  the  House  committee  to  investigate  affairs 
in  Kansas),  No.  92  (Lecompton  constitution).  Contem- 
poraries, IV,  Ch.  vi,  Nos.  36  (free-soil  emigration),  38 
(pro-slavery  emigration),  39  (civil  war,  in  Kansas). 
Source  Book,  Nos.  108  (Benton's  criticism  of  the  act), 
109  (conditions  in  Kansas).  For  the  Appeal  of  the 
Independent  Democrats,  see  American  History  Leaflets, 
No.  17.  Sumner's  speech  on  the  "Crime  against  Kan- 
sas "  is  in  Old  South  Leaflets,  No.  83,  and  in  American 
Orations,  III,  88. 

Dred  Scott  Decision,  1857  :  slavery  throughout  the  terri- 
tories. 

Brief  Accounts:  Burgess,  Middle  Period,  449-459. 
Schouler,  V,  376-381. 

Longer  Accounts  :  Rhodes,  II,  249-271  (good  for  inner 
history  of  the  case,  and  for  contemporary  comment). 
Henry  Wilson,  Slave  Power,  II,  Ch.  xxxix. 


352  American  History- 


sources:  Hill,  Liberty  Documents,  Ch.  xxi.  Mac- 
Donald,  Documents,  No.  91.  American  History  Leaflets, 
No.  23.  Contemporaries,  IV,  Nos.  42,  43.  Source  Book, 
No.  no. 

d.  Lincoln-Douglas  Debates,  1858:  the  issues  defined. 

Brief  Accounts :  Burgess,  Civil  War  and  the  Constitu- 
tion, I,  19-26.     Schouler,  V,  410-416. 

Longer  Accounts :  Morse,  Lincoln  (for  the  debate,  see 
I,  Ch.  v).  Rhodes,  II,  308-343.  Henry  Wilson,  Slave 
Power,  II,  Ch.  xliii.    Brown,  Douglas.     Tarbell,  Lincoln. 

Sources :  American  Orations,  III,  154-194.  Old  South 
Leaflets,  No.  85.  Contemporaries,  IV,  Nos.  44  (Lincoln's 
"House  Divided"  speech),  45  (Seward's  "  Irrepressible^ 
Conflict"  speech).     Source  Book,  No.  in  (Douglas). 

e.  John  Brown's  Raid,  1859. 

Brief  Accounts :  Burgess,  Civil  War,  I,  35-44.  Schou- 
ler, V,  437-448. 

Longer  Account:  Rhodes,  II,  383-416. 

Sources:  Old  South  Leaflets,  No.  84.     Source  Book, 
No.  112.     Contemporaries,  IV,  Nos.  47,  48. 
/.    The  Election  of  i860:  split  in  the  Democratic  party; 

the  Republican  convention ;  the  campaign. 

Brief  Account:  Wilson,  Division  and  Reunion,  204- 
210. 

Longer  Accounts:  Rhodes,  II,  440-502.  Stanwood, 
Presidency,  or  Presidential  Elections,  Ch.  xxi.  Schouler, 
V,  454-469.  Morse,  Lincoln,  I,  Ch.  vi.  Lothrop,  Sew- 
ard, Ch.  xi.  Hart,  Chase,  Ch.  vii.  Burgess,  Civil 
War,  I,  Ch.  iii. 

Source:  Contemporaries,  IV,  Ch.  viii. 
Map  Work: 

(1)  Show,  by  a  series  of  maps,  the  status  of  slavery  in 
1851,  1855,  i860  (Epoch  maps). 

(2)  Show,  by  a  series  of  charts,  the  sectionalization  of 
political  parties  in  the  elections  of  1852,  1856,  i860. 

Additional  Topics : 

A.    Webster's  services  to  the  idea  of  national  union. 


Outline  of  American  History        353 

B.  Clay's  character  and  services. 

C.  Uncle  Tom's  Cabin.  Rhodes,  I,  278-285.  Old 
South  Leaflets,  No.  82  (Mrs.  Stowe's  story  of  Uncle 
Tom's  Cabin).     Read  the  book  itself. 

D.  Cuba  and  the  Ostend  Manifesto.  Rhodes,  II, 
Ch.  vi.  MacDonald,  Documents,  No.  89.  American 
History  Leaflets,  No.  2. 

E.  The  Isthmian  Canal  Question.  Rhodes,  II. 
MacDonald,  Documents,  No.  77.  American  History 
Leaflets,  No.  34.  Contemporaries,  IV,  No.  195  (Nicara- 
gua canal). 

F.  The  Know-Nothing  Party. 

G.  The  panic  of  1857. 

XIII.    Secession  and  Civil  War,   1860-1865. 
34.    Secession  of  the  Southern  States. 

a.  Underlying  causes  ;  process  of  secession ;  constitution  of 

the  Southern  Confederacy. 

Wilson,  Division  and  Reunion,  210,  239-244.    Rhodes, 

III,  Chs.  xiii,  xiv.  Burgess,  Civil  War  and  the  Consti- 
tution, I,  Ch.  iv.     Schouler,  V,  474-480,  488-493. 

Sources :  American  Orations,  III,  Ch.  vi  (secession 
speeches)  ;  IV,  39  (Stephens's  "  corner-stone  "  speech  ; 
extract  also  in  Source  Book,  No.  113).     Contemporaries, 

IV,  Chs,  ix,  x.  MacDonald,  Documents,  Nos.  94  (South 
Carolina  Secession  Ordinance),  97  (Constitution  of  the 
Confederate  States).     American  History  Leaflets,  No.  12. 

b.  Attempts  at  compromise. 

Rhodes,  III,  Ch.  xiii,  xiv. 

Sources :  Contemporaries,  IV,  Ch.  xi.  MacDonald, 
Documents,  Nos.  93  (Crittenden  compromise),  95,  96 
(proposed  constitutional  amendments). 

c.  Abraham  Lincoln  and  his  policy. 

Wilson,  Division  and  Reunion,  216-218.  Morse, 
Lincoln,  I,  219-241,  273-282.  Rhodes,  III,  316-320, 
325-346.     Nicolay  and  Hay,  Lincoln.     Tarbell,  Lincoln. 

Sources:  Old  South  Leaflets,  No.  n,  or  American 
Orations,   IV,    16    (Lincoln's   first   inaugural    address). 


354  American  History 


American  History  Leaflets,  No.   18  (inaugural  and  first 
message).     Historical  Sources  in  Schools,  §  87. 
Map  Work: 

The  seceding  states.     Indicate,  also,  the  loyal,  but 
slave-holding,  states. 
Additional  Topic: 

Summary  of  State  Sovereignty  ideas,  1 783-1 861. 
35.   The  Civil  War,  1 861-1865. 

a.  Fort  Sumter,  and  the  uprising  of  the  North. 

Rhodes,  III,  325-374.    Burgess,  Civil  War,  I,  Ch.  vii. 
Sources :  Hart,  Contemporaries,  IV,  Ch.  xii.     Source 
Book,  Nos.  114  (Sumter),  115  (rousing  ofihe  North). 

b.  The  sections  in  1861  compared:  population;  economic 

resources ;  military  spirit. 

Rhodes,  III,  397-413.  Atlantic  Monthly,  December, 
1901,  article  on  the  "Resources  of  the  Confederacy." 
Hart,  "Why  the  South  Lost,"  New  England  Magazine, 
November,  1891 ;  reprinted  in  his  Practical  Essays  on 
American  Government.  Cambridge  Modern  History, 
VII,  Chs.  xiv,  xviii-xix.  Schwab,  Confederate  States 
of  America,  1 861-1865. 

c.  General  plan  of  campaign  and  chief  military  events : 

1861.  Bull  Run,  and  the  organization  of  the   eastern 

army  by  McClellan. 

1862.  East:     Peninsular  campaign ;    Antietam;   Fred- 

ericksburg. 
West :   Opening  of  the  Mississippi — Forts  Henry 

and  Donelson,  Shiloh,  New  Orleans. 
Eastern  Tennessee :  to  isolate  the  Gulf  states. 

1863.  East:     Chancellorsville ;  Gettysburg. 
West :   Vicksburg. 

Eastern  Tennessee:  Chickamauga;  Chattanooga. 

1864.  East:     Grant's  move  on  Richmond. 

Sheridan  in  the  Shenandoah  Valley. 
West:    Sherman's  march    from   Chattanooga   to 
Atlanta ;  "  from  Atlanta  to  the  Sea ;  " 
Thomas's  campaign  and  its  importance. 


Outline  of  American  History         355 

1865.     Closing  in  on  Lee  ;  Appomattox. 
1861-1865.     The  work  of  the  navy. 

Brief  Accounts  :  Dodge,  A  Bird's-eye  View  of  the  Civil 
War  (brief  accounts  of  the  military  events  by  an  expert). 
General  Wm.  T.  Sherman,  "The  Grand  Strategy  of  the 
War  of  the  Rebellion,"  Century  Magazine,  Vol.  35,  580- 
598  (1887-8),  gives  in  comparatively  brief  space  the  gen- 
eral plan  of  the  war  with  the  clearness  of  a  master. 

Longer  Accounts  :  Rhodes,  III,  IV,  V.  Schouler,  VI. 
Fiske,  Mississippi  Valley  in  the  Civil  War.  Ropes, 
Story  of  the  Civil  War  (to  1863).  Maclay,  United 
States  Navy.  Nicolay  and  Hay,  Life  of  Lincoln.  C.  F. 
Adams,  Lee  at  Appomatox.  Cambridge  Modern  History, 
VII,  Chs.  xiv-xvii. 

Sources :  Hart,  Contemporaries,  IV,  Chs.  xviii,  xix,  xx, 
xxii.  Source  Book,  Ch.  xviii.  Century  War  Book 
(Johnson  and  Buell,  editors),  Battles  and  Leaders  of  the 
Civil  War,  4  vols.  Scribner's  Series,  Campaigns  of  the 
Civil  War,  13  vols.    Grant,  Memoirs.    Sherman,  Memoirs. 

For  further  references,  see  Larned,  Literature,  pp.  213- 
260. 

d.  Financial  management  of  the  war:  tariff;  internal  taxa- 

tion ;  paper-money ;  national  banking  system. 

Schouler,  VI,  282-287.  Rhodes,  III,  IV  (use  table 
of  contents).  Dewey,  Financial  History.  Hart,  Chase, 
Chs.  ix,  xi.  Taussig,  Tariff  History,  155-169.  Condi- 
tions in  the  South,  Cambridge  Modern  History,  VII,  Ch. 
xix;  Schwab,  Confederate  States  of  America,  1861-1865. 

Source:  MacDonald,  Select  Statutes. 

e.  Attitude  of  Europe  towards  the  war.     Rhodes,.  Ill,  Chs. 

xv,  xvi  (use  table  of  contents)  ;  IV,  Chs.  xvii,  xxii 
(excellent).  Adams,  C.  F.  Adams,  Chs.  ix-xvii,  espe- 
cially Chs.  xii  (Trent  affair),  xiv  (cotton  famine),  xvi 
(effect  of  the  emancipation  proclamation),  xvii  (the 
Alabama).  Schouler,  VI,  111-116,  261-274.  Morse, 
Lincoln,  I,  Ch.  xii  (Trent  affair).  4Burgess,  Civil 
War,  II,  Ch.  xxxiii  (French  in  Mexico). 


356  American  History 

Sources :  Contemporaries,  IV,  Nos.  98  (John  Bright), 
99  (Trent  affair),  100  (attitude  of  Napoleon  III). 

f.  Conditions   incidental   to   war ;    enlistments ;   bounties ; 

prison  life ;    camps ;   railroad  and  telegraph ;  sanitary 

and  Christian  commissions ;    the  work  of  the  pupil's 

own  town  or  city. 

Schouler,  VI,  290-316,  400-424.  Facts  maybe  picked 
out  of  most  of  the  detailed  histories  of  the  war  (see 
above,  c).  For  conditions  in  southern  states,  see  Cam- 
bridge Modern  History,  VII,  Ch.  xix;  Schwab,  Con- 
federate States  of  America,  1861-1865. 

Sources :  Contemporaries,  I V,  Pt.  V.  Source  Book,  Nos. 
117  (southern  soldier),  118  (supplies  for  the  wounded). 

g.  Northern   opposition   to  the  war.     Morse,   Lincoln,    II, 
182-199.     Rhodes,  IV,  221-236,  245-255,  320-332. 

Sources:    Contemporaries,  IV,  No.   121   (draft  riots). 
American  Orations,  IV,  82  (Vallandigham's  speech). 
h.   Emancipation. 

Schouler,  VI,  214-224.  Rhodes,  III,  630;  IV,  67-76, 
157-163,  212-219.     Morse,  Lincoln,  II,  Chs.  i,  iv,  xii. 

Sources :  Contemporaries,  IV,  Ch.  xxi.  American 
History  Leaflets,  No.  26  (Lincoln's  reply  to  Greeley). 
Source  Book,  Nos.  120  (Lincoln's  account  of  the  history 
of  the  proclamation),  124  (Lincoln  on  the  relation  of 
slavery  to  the  war) .  MacDonald,  Select  Statutes.  Old 
South  Leaflets,  No.  n  (emancipation  proclamation). 
Constitution,  Amendment  XIII. 
Additional  Topics  : 

A.  Grant's  military  ability. 

B.  Lee  as  a  General.  C.  F.  Adams,  Lee  at  Appo- 
matox  and  Other  Papers.     See  also  above  under  c. 

XIV.    Problems  of  Peace,  1865-1904. 
36.   Reconstruction,   the    New    South,    and    the    Race 
Problems. 
a.    Principles  of  reconstruction :    policy  of  Lincoln  and  of 
Johnson  ;  congressional  policy ;  the  Reconstruction  Act 
of  1867  ;  constitutional  amendments. 


Outline  of  American  History        357 

Brief  Accounts:  Wilson,  Division  and  Reunion,  256- 
263.     Bryce,  Commonwealth,  II,  468-480. 

Longer  Accounts:  Burgess,  Reconstruction  and  the 
Constitution.  Dunning,  Essays  on  the  Civil  War  and 
Reconstruction,  2d  Essay.  Storey,  Sumner,  Chs.  xviii, 
xix.  McCall,  Stevens,  Chs.  xiii-xvi.  Hart,  Chase, 
Chs.  xiii,  xiv.  Blaine,  Twenty  Years  of  Congress,  II. 
Atlantic  Monthly,  January-October,  1901,  series  of  arti- 
cles on  reconstruction. 

Sources :  Contemporaries,  IV,  Ch.  xxiv.  MacDonald, 
Select  Statutes.  American  Orations,  IV,  129-188.  Hill, 
Liberty  Documents,  Ch.  xxiii.     Source  Book,  No.  130. 

b.  Process  of  reconstruction  :  conditions  in  the  South  at  the 

close  of  the  war ;  southern  opposition  to  the  freedmen  ; 

freedmen's  bureau  ;    carpet-bag  government ;    struggle 

between  Congress  and  President  Johnson, 

Wilson,  Division  and  Reunion,  260-277.     Cambridge 

Modern  History,  VII,  622-633,  640-642.     Brown,  Lower 

South  in  American  History,  191-225.     Blaine,  Twenty 

Years  of  Congress,  II.     Burgess,  Reconstruction  and  the 

Constitution.     Wilson,  American  People,  V,  Ch.  i. 

Sources :  Southern  conditions  as  seen  by  Northern 
observers:  Contemporaries,  IV,  Nos.  141  (Mrs.  Botune), 
142  (Godkin),  143  (Carl  Schurz),  144  (General  Grant). 
Contemporaries,  Nos.  151  (Southern  legislation  against 
freedmen,  154  (impeachment  proceedings),  156  (Ku  Klux 
Klan),  157  (carpet-bag  government).  MacDonald? 
Select  Statutes.  Source  Book,  Nos.  127,  128,  131, 
132. 

c.  The  new  South  and  the  race  problem  1  economic  devel- 

opment ;  social  and  industrial  progress  of  the  negro ; 

revision  of  constitutions  of  Southern  states. 

Brown,  Lower  South,  247-271  (shifting  the  white  man's 
burden).  Andrews,  The  Last  Quarter  Century  (1870- 
1895),  II,  150-156,  Ch.  xii  (disfranchisement,  economic 
conditions).  Dunning,  in  Atlantic  Monthly,  October, 
1901.      Outlook,   December  31,    1898    (race  problem). 


3 $8  American   History 


McClure's,  March-May,  1904.  T.  N.  Page,  in  Scribner's, 
July,  1904.  A.  H.  Grimke,  in  Atlantic  Monthly,  July, 
1904.     Bryce,  Commonwealth,  II,  483-490,  Ch.  xciii. 

Sources:    Contemporaries,   IV,    Nos.    203    (southern 
election    frauds),   205    (H.   W.   Grady),   208    (Booker 
Washington) . 
37.   Political  Problems  since  1865. 

a.  Party    contests:     Liberal    Republicans,    1872;     Hayes- 

Tilden  contest,  1 876-1 877  ;  Democratic  triumph,  1884 ; 

split  in  Democratic  party,  1896;  party  issues. 

Wilson,  Division  and  Reunion,  281-290,  296.  Blaine, 
Twenty  Years  of  Congress,  II.  Stanwood,  Presidency 
or  Presidential  Elections.  Andrews,  Last  Quarter  Cen- 
tury. Wilson,  American  People,  V,  104-112;  169-184; 
253-263.     McClure's  Magazine,  July,  1904. 

Sources:  Contemporaries,  IV,  Nos.  159  (1 876-1 877); 
•  160  (1880)  ;  161   (1884).     MacDonald,  Select  Statutes. 

b.  Civil  service  reform. 

Brief  Accounts:  Wilson,  Division  and  Reunion,  277, 
293-294.  Hinsdale,  American  Government,  273-279. 
Wilson,  Congressional  Government  (index,  Civil  Service). 

Longer  Accounts:  Bryce,  Commonwealth,  II,  Ch.  lxv 
(spoils).  See  interesting  chapters  on  Rings  and  Bosses, 
and  on  the  Machine ;  also,  Chs.  Ixxxviii,  lxxxix. 

Sources :  American  Orations,  IV,  367  (G.  W.  Curtis)  ; 
400  (Carl  Schurz).  Hart,  Source  Book,  No.  137  (Curtis 
on  civil  service  reform).  Contemporaries,  IV,  Nos.  199 
(Carl  Schurz),  202  (Bird  S.  Coler).  MacDonald,  Select 
Statutes.     Reports  of  the  Civil  Service  Commission. 

c.  Foreign    Relations,    1865-1904:    Purchase    of   Alaska; 

treaty  of  1871  with  Great  Britain,  and  the  Geneva 
award ;  Venezuelan  affair,  1895  ;  annexation  of  Hawaii ; 
war  with  Spain;  the  Philippine  problem;  indepen- 
dence of  Cuba ;  American  policy  in  China ;  Isthmian 
canal. 

Cambridge  Modern  History,  VII,  670-672,  674-686. 
Woolsey,  America's  Foreign  Policy.     Foster,  American 


Outline  of  American   History        359 

Diplomacy  in  the  Orient,  Chs.  xi,  xii.  Wilson,  American 
People,  V,  269-300.  Lafned,  History  for  Ready  Refer- 
ence, VI. 

Sources:    Hart,   Contemporaries,   IV,  Nos.  174,  175, 
178,  179,  192-194,  Chs.  xxx,  xxxi.     MacDonald,  Select 
Statutes,  Nos.  63,  93,  126,  128-131. 
d.   Problems  of  municipal  government. 

Goodnow,  Municipal  Problems.  Reports  of  the  Na- 
tional Municipal  League  (Philadelphia) .  Hart,  Contem- 
poraries, IV,  No.  206.  Steffens,  The  Shame  of  the 
Cities.  Steffens,  Enemies  of  the  Republic,  in  McClure's, 
April- August,  1904. 
38.   Economic  Problems  since  1865. 

a.  The  tariff  :  attempts  to  reduce  the  war  tariff;  Cleveland's 

tariff  message,  1887;    the  McKinley  Act,  1890;    the 

Wilson  Act,  1894;  the  Dingley  Act,  1897;  movement 

for  reciprocity  and  tariff  reform. 

Taussig,  Tariff  History.  Dewey,  Financial  History. 
Wilson,  American  People,  V,  187-194.  American  Ora- 
tions, IV,  38  (Hurd's  speech  in  favor  of  free  trade; 
compare  Clay's  speech,  same  volume). 

b.  Currency:    resumption  of  specie  payments;    the  silver- 

coinage  struggle. 

Taussig,  Silver  Situation  in  the  United  States,  Pt.  I. 
Hart,  Chase,  Ch.  xv.  Dewey,  Financial  History.  Ameri- 
can Orations,  IV,  §  9.  Hart,  Source  Book,  No.  136. 
Wilson,  American  People,  V,  142-148,  206-208,  214-227. 
MacDonald,  Select  Statutes. 

c .  Combinations  of  labor  and   of  capital :    labor  unions ; 

trusts ;    strikes   and   lock-outs ;    growth   of  railroads ; 

regulation    of   interstate    commerce;     the    Northern 

Securities  case. 

Larned,  Ready  Reference,  VI,  529-535.  Tarbell, 
History  of  the  Standard  Oil  Trust,  McClure's  Magazine, 
1903-1904.  Baker,  articles  in  McClure's,  1904.  Mon- 
tague, Rise  and  Progress  of  the  Standard  Oil  Co.  Hart, 
Contemporaries,   IV,   Nos.  162,  163,  165,  201.     Bryce, 


360  American  History 


Commonwealth,  II,  Ch.  ciii.  Eliot-Foster  debate,  Boston 
Herald,  February  8  and  22,  1904.  C.  W.  Eliot,  in  Bos- 
ton Herald,  May  3,  1904.  For  further  references  on  the 
period  since  1865,  see  Larned,  Literature  of  American 
History,  pp.  260-273,  and  supplement. 
39.   Summary  and  Review  of  American  History. 

a.  The  chief  factors  in  the  progress  from  colonies  to 
nation,  from  1607  a.d.  to  the  present.  Review  this 
Outline  and  its  references. 

b.  The  United  States  at  the  present  day :  population ; 
resources  ;  conditions,  social,  political,  economic.  Census 
Report.     Statesman's  Year  Book.     Current  publications. 

c.  "  Some  Reasons  why  the  American  Republic  may 
Endure."  Eliot,  American  Contributions  to  Civilization 
(extracts  in  Hart,  Contemporaries,  IV,  No.  207). 


APPENDIX 

A  List  of  Some  American  Libraries  Containing  Special 
Collections  of  Historical  Material  Serviceable  to 
Teachers  of  History 

Prepared  by  Lucy  Maynard  Salmon,  Professor  of  History,  and  Adelaide 
Underhill,  Reference  Librarian,  and  Cataloguer,  Vassar  College, 
Poughkeepsie,  N.Y. 

The  information  contained  in  the  following  list  has  been  sought 
through  blanks  sent  to  fifty  libraries  that  apparently  have  unusual  facilities 
for  historical  study.  The  libraries  were  selected  from  "Notes  on  Special 
Collections  in  American  Libraries,"  prepared  in  1892  by  Mr.  W.  C.  Lane 
and  Mr.  C.  K.  Bolton,  supplemented  by  the  lists  contained  in  the  "  Libra- 
ries of  Greater  New  York  "  issued  by  the  New  York  Library  Club  in  1902, 
and  by  personal  information.  In  a  few  cases  no  replies  were  received 
from  the  libraries  from  which  information  was  asked,  and  in  a  few  others 
the  replies  were  so  general  as  not  to  be  serviceable.  In  some  instances 
where  no  direct  information  was  received  from  the  libraries  themselves, 
facts  in  regard  to  their  equipment  were  obtained  from  university  cata- 
logues. These  statements  are  made  to  explain  the  noticeable  gaps  that 
appear  in  the  list. 

The  libraries  selected  are  for  the  most  part  connected  with  universities, 
colleges,  and  state  historical  societies.  College  and  university  libraries  are 
usually  strong  in  collections  of  public  documents,  both  American  and  Euro- 
pean. They  have  also  often  been  made  the  repositories  of  collections 
on  special  subjects  made  by  those  actively  interested.  Johns  Hopkins 
University,  for  example,  has  the  collection  of  works  on  slavery  and  the 
negro  race  made  by  General  William  Birney,  and  Cornell  has  the  price- 
less collection  of  works  on  the  French  Revolution  and  the  Protestant 
Reformation  collected  by  ex-President  Andrew  D.  White.  The  libraries 
of  state  historical  societies  usually  contain  quite  complete  collections  of 
works  on  state  and  local  history,  genealogy  and  biography,  and  of  the 

36i 


362  Appendix 

newspapers  of  the  state.  They  often  also  make  a  specialty  of  the  his- 
tory of  the  section  in  which  they  are  located  ;  the  State  Historical  Soci- 
ety of  Virginia,  for  example,  gives  particular  attention  to  the  history  of 
the  South.  They  are  also  strong  in  the  publications  of  other  historical 
societies.  Several  collections  have  been  included  that  are  numerically 
small  but  of  great  importance  on  account  of  their  character.  The  Charle- 
magne Tower  collection  of  942  volumes  of  colonial  laws  is  of  greater  value 
than  collections  numerically  larger  but  duplicated  in  many  libraries. 

A  number  of  libraries  in  the  list  are  not  open  to  the  public,  but  permis- 
sion to  use  them  may,  as  a  rule,  be  obtained  by  students  properly  intro- 
duced. It  has  not  been  intended  to  include  in  the  list  the  name  of  any 
library  where  this  permission  would  be  refused. 

It  has  been  difficult  to  prepare  a  statement  in  regard  to  special  collec- 
tions of  historical  material  that  would  be  serviceable  to  teachers  of  history, 
and  that  would  be  at  the  same  time  one  at  which  special  students  of  his- 
tory would  not  look  askance  because  of  its  incompleteness.  But  it  is 
hoped  that  this  attempt  may  prove  of  some  slight  service  until  it  is  super- 
seded by  a  more  exhaustive  study  of  the  subject. 

It  would  not  have  been  possible  to  send  out  this  list  without  the  coop- 
eration of  the  librarians  that  have  given  their  assistance.  To  our  own 
gratitude  for  this  assistance  must  be  added  that  of  those  who  may  find  the 
list  useful. 

L.  M.  S. 
A.  U. 
ALBANY,  NEW  YORK 

New  York  State  Library 

Manuscript  archives  of  the  state  of  New  York  and  a  very  good  series  of 
United  States  and  state  documents  and  British  Parliamentary  papers. 


ANN  ARBOR,  MICHIGAN 

Library  of  the  University  of  Michigan 

Greek  and  Roman  antiquities,  including  archtzology  and  institutions, 
1000  volumes,  4000  photographs  ;  history  of  Great  Britain,  5000  volumes, 
400  pamphlets,  100  photographs  ;  of  Ireland,  200  volumes  ;  of  Germany, 
1000  volumes;  of  France,  1500  volumes;  of  America,  15,000  volumes; 
of  Michigan,  1000  volumes,  200  pamphlets,  100  photographs. 


Appendix  363 


BALTIMORE,  MARYLAND 

Library  of  the  Johns  Hopkins  University 

Birney  collection,  works  on  slavery  and  the  negro  race,  brought  together 
by  General  William  Birney,  400  volumes,  1000  pamphlets ;  Bluntschli 
library,  library  of  the  late  Professor  J.  C.  Bluntschli  of  Heidelberg,  relating 
mainly  to  international  law,  treaties,  etc.,  2500  volumes,  3000  pamphlets, 
and  the  author's  manuscript  lecture  notes,  etc.  Added  to  this  are  com- 
plete sets  of  the  works  of  Francis  Lieber  and  of  E.  Laboulaye  ;  collection 
of  Swiss  history,  laws,  etc.,  presented  by  the  Swiss  government  through 
Professor  J.  M.  Vincent,  900  volumes  ;  Adams'  historical  collection,  library 
of  the  late  Professor  H.  B.  Adams,  4000  volumes  and  over  10,000  pam- 
phlets, a  collection  of  books  on  history,  education,  etc.,  especially  valuable 
for  its  section  of  works  on  history  of  education,  450  volumes,  2500  pam- 
phlets ;  Scharf  collection,  books  and  pamphlets  relating  chiefly  to  Southern 
history  and  the  Civil  War,  presented  by  Colonel  J.  Thomas  Scharf,  300 
volumes,  20,000  pamphlets ;  Creswell  collection,  collection  of  the  late 
Postmaster-General  J.  A.  J.  Creswell,  171  volumes,  700  pamphlets,  includes 
works  on  Alabama  Claims  and  supplemental  works  on  international  arbi- 
tration, including  original  papers  as  well  as  documents  connected  with 
the  Alabama  Claims  Commission ;  Southern  history  and  literature,  1000 
volumes,  2500  pamphlets  (this  collection  of  works  relating  to  Southern 
history  includes  also  books  illustrating  the  social  life  of  the  South)  ;  McCoy 
collection  of  Americana,  350  volumes ;  Helbig  collection  of  Roman  and 
Greek  coins  ;  Theodore  Marburg  collection  of  Cypriote  antiquities,  eighth 
to  second  centuries,  B.C.  ;  Cohen  collection  of  Egyptian  antiquities;  Dill- 
man  library  of  Biblical  literature  ;  Strauss  Semitic  library. 

Peabody  Institute 

Sixty  thousand  volumes  on  history. 

Especially  rich  in  sets  relating  to  English  history,  as  Master  of  the  Rolls 
and  the  Record  Commission  publications,  Monumental  Histories  of  the 
Counties  of  England  and  Victoria  History  of  the  Counties,  publications  of 
societies,  as  the  Camden,  Surtees,  Harleian,  Hakluyt,  English  Historical, 
Oxford  Historical,  Cambridge  Historical,  Parish  Register  Society,  1  and 
publications  of  the  local  archaeological  societies  of  England  and  Scotland. 


364  Appendix 


Relating  to  French  history,  the  Moniteur  and  several  thousand  volumes  of 
Archives,  Recueils,  etc.,  on  the  French  Revolution. 

An   admirable   catalogue   of    the  library,  with   supplement,  has   been 
printed. 

BERKELEY,  CALIFORNIA 
Library  of  the  University  of  California 
Calif  or  niana,  2000  volumes,  10,000  pamphlets. 


BOSTON,  MASSACHUSETTS 
Boston  Athenaeum 

Washingtoniana,  including  part  of  Washington's  library  and  books 
concerning  him,  457  volumes,  750  pamphlets ;  books  printed  in  the  Con- 
federate States,  1861-1863,  57°  volumes;  a  large  collection  on  interna- 
tional law  and  diplomacy  ;  a  collection  of  United  States  public  documents 
which  ranks  as  one  of  the  three  or  four  best  sets  known;  early  American 
pamphlets. 

The  admirable  printed  catalogue,  dated  1874- 1880,  has  no  printed 
supplement. 

Boston  Public  Library 

The  library  is  especially  strong  in  American  history  (particularly  the 
Civil  War)  ;  English  history  (especially  county  history  and  topography)  ; 
genealogy  (very  large,  including  town  histories,  parish  and  town  registers, 
and  records,  both  English  and  American),  archeology  and  Egyptology. 
Special  collections :  the  Prince  library,  2935  volumes,  constantly  growing, 
containing  early  New  England  history  and  theology,  including  among  the 
manuscripts,  the  Mather  papers,  the  Cotlon  papers,  and  Prince  papers  ;  the 
Franklin  collection,  465  volumes,  with  constant  increase,  including  works 
written  by,  printed  by,  and  relating  to  Benjamin  Franklin  ;  the  library 
of  President  John  Adams,  held  in  trust,  about  3700  volumes,  including 
books  used  in  the  preparation  of  his  Defence  of  the  Constitutions  of 
Government  of  the  United  States,  and  containing  many  histories  of  the 
Italian  republics;  the  John  A.  Lewis  library  of  early  Americana ;  the 
Charlotte  Harris  fund,  constantly  used  to  purchase  early  Americana  — 
many  works  on  the  Quakers  recently  bought ;   one  of  the  most  complete 


Appendix  365 


sets  of  Congressional  documents  and  the  Parliamentary  papers  of  Great 
Britain  ;  the  Thayer  library,  about  4000  volumes,  relating  to  the  Stuart 
period  of  English  history.  The  library  has,  perhaps,  the  strongest  assem- 
blage of  ajiti-slavery  matter  to  be  found  :  all  the  Garrison  manu- 
scripts ;  the  collections  of  manuscripts  of  Samuel  J.  May,  Maria  Weston 
Chapman,  Edward  A.  Phelps,  John  Bishop  Esllin,  Lysander  Spooner, 
Davis  Lee  Child,  and  some  additional  John  Brown  matter ;  the  Hunt 
library,  relating  to  the  West  Indies  and  slavery  therein,  700  volumes  ; 
the  Wendell  Phillips  books,  not  numerous,  but  strong,  relatively,  in  slavery 
material ;  several  hundred  pamphlets  from  the  family  of  William  Lloyd 
Garrison.  The  library  is  especially  rich  in  portraits.  The  Department  of 
Statistics  and  Documents  is  full  of  illustrative  material,  commercial,  socio- 
logical, and  political. 

Massachusetts  Historical  Society 

Relating  to  the  history  of  Massachusetts,  42,000  volumes  and  100,000 
pamphlets. 

State  Library  of  Massachusetts 

Large  collection  of  state  and  town  histories  of  New  England,  especially 
of  Massachusetts.  The  collection  includes  newspaper  clippings  of  local 
interest,  mounted  and  bound. 


BROOKLYN,  NEW  YORK 

*Long  Island  Historical  Society 

American  history,  general,  1558  volumes  ;  Civil  War  and  slavery,  523 
volumes  and  852  pamphlets ;  Mexico,  Central  America,  South  America, 
and  West  Indies,  308  volumes;  English  history,  1 169  volumes;  French 
history,  805  volumes;  Italy  and  Pome,  387  volumes;  Greece,  175  vol- 
umes ;   Egypt  and  the  Holy  Land,  536  volumes. 

CAMBRIDGE,  MASSACHUSETTS 

Library  of  Harvard  University 

See  Potter,  Descriptive  and  Historical  Notes  on  the  Library  of  Harvard 
University  (Bibliographical  Contributions  from  the  Library  of  Harvard 
University,  No.  55),  Cambridge,  1903. 


366  Appendix 


In  American  history,  31,085  volumes;  the  collection  is  especially  strong 
in  works  relating  to  the  period  of  exploration  and  discovery,  in  early 
Americana,  and  in  books  on  slavery ;  it  also  includes  the  Sparks  and  other 
manuscripts.  English  history,  11,396  volumes,  including  complete  sets  of 
the  Rolls  Series,  the  Calendars  of  State  Papers,  and  the  publications  of  the 
Record  Commission,  the  Historical  Manuscripts  Commission,  and  the 
principal  historical  and  archaeological  societies  of  Great  Britain,  and  3500 
volumes  on  British  local  history  and  topography ;  French  history,  9334 
volumes,  including  the  Documents  inedits,  the  publications  of  the  Societe 
d'hisloire  de  France,  and  the  principal  collections  of  memoirs;  German 
history,  4165  volumes,  in  addition  to  the  Hohenzollern  collection  of  10,000 
volumes  begun  in  1903  by  gift  of  Professor  A.  C.  Coolidge ;  Italian  his- 
tory, about  4000  volumes,  including  a  rapidly  growing  collection  on  the 
nineteenth  century;  history  of  the  Crusades  and  the  Latin  East,  890  vol- 
umes, mainly  from  the  library  of  the  late  Count  Riant;  folklore  and  medi- 
aeval romances,  about  9000  volumes,  supposed  to  be  the  largest  collection 
in  existence;  the  Ottoman  Empire  and  the  Eastern  Question,  3000  vol- 
umes, and  a  large  collection  on  the  history  of  Russia  and  other  Slavic 
countries;  history  of  China  and  Japan,  1000  volumes;  United  States 
Congressional  documents,  4900  volumes  ;  American  state  and  city  docu- 
ments, 4000  volumes;  British  documents,  over  5000  volumes,  including  a 
complete  set  of  Parliamentary  papers  since  1830;  American  newspapers 
and  periodicals,  over  5000  volumes.  The  library  also  possesses  the  great 
collection  of  the  late  Konrad  von  Maurer  on  Scandinavian  history  ; 
Thomas  Carlyle's  collection  of  books  relating  to  Cromwell  and  to  Frederick 
the  Great;  and  unusually  full  collections  of  Greek  and  Roman  history 
and  antiquities,  ecclesiastical  history  (including  such  sets  as  the  Acta 
Sanctorum,  the  Patrologia*  of  Migne,  the  collections  of  church  councils, 
etc.),  palaeography,  and  historical  bibliography. 


CHICAGO,  ILLINOIS 

Chicago  Public  Library 

16,889  volumes  on  history. 

18,942  volumes  of  government  documents  and  state  papers. 
Especially  full  collection  of  state  and  local  histories,  and  of  literature  of 
the  Civil  War. 


Appendix  367 


Newberry  Library 

51,600  volumes  and  pamphlets  on  history. 

Americana,  the  library  of  Edward  E.  Ayer,  15,000  volumes  and  pam- 
phlets; collection  of  works  on  Egypt,  700  volumes. 

Library  of  the  University  of  Chicago 

United  States  government  publications,  one  of  the  three  or  four  most 
complete  collections;  statutes  of  the  states,  complete  in  many  cases,  nearly  so 
in  others;  colonial  statutes,  nearly  100  volumes;  historical  publications  of 
the  British  government,  1 100  volumes;  of  the  French  government,  700  vol- 
umes; of  German  governments,  350  volumes;  of  other  European  govern- 
ments, 300  volumes;  publications  of  European  historical  societies,  800 
volumes;  of  American  historical  societies,  500  volumes;  historical  publi- 
cations of  American  states,  400  volumes ;  Civil  War  tracts,  543  bound 
volumes ;  English  tracts  of  1640-1660,  550  bound  volumes  ;  paleographi- 
cal  facsimiles,  40  bound  volumes. 


CLEVELAND,  OHIO 
Western  Reserve  Historical  Society 

Specially  rich  in  original  manuscripts  and  data  concerning  the  Western 
Reserve  and  Cleveland. 

Other  collections :  general  New  England  histories,  1 20  volumes  ;  his- 
tories of  Massachusetts,  535  volumes  ;  of  New  Hampshire,  Jj  volumes; 
of  Connecticut,  178  volumes;  of  New  York,  249  volumes;  of  Pennsylvania, 
183  volumes;  of  Ohio,  782  volumes;  general  United  States  histories,  558 
volumes;  early  voyages,  travels  in  North  America,  416  volumes;  British 
America,  1 73  volumes ;  genealogy  and  heraldry,  682  volumes  ;  a  collec- 
tion of  230  portraits  of  men  prominent  in  the  Western  Reserve  and  Ohio 
as  early  pioneers,  etc. 

DURHAM,  NORTH  CAROLINA 

Trinity  College  Library 

History  of  North  Carolina,  and  North  Carolina  literature,  about  400 
volumes  and  400  pamphlets ;  Early  English  history,  300  volumes  (good 


368  Appendix 

collection  in  connection  with  early  English  literature) ;   Virginia  colonial 
history,  and  general  Southern  history,  fairly  good. 


HANOVER,    NEW   HAMPSHIRE 

Dartmouth  College  Library 

General  Sylvanus  Thayer  collection  of  military  science  and  history, 
especially  French  military  history  of  the  eighteenth  and  early  nineteenth 
centuries,  including  500  volumes  and  a  large  number  of  maps  and  plans  of 
eighteenth  century  wars  and  of  Napoleon's  campaigns ;  New  Hampshire  state 
and  town  history,  600  volumes,  700  pamphlets,  and  about  7000  manuscripts 
(the  last  relating  chiefly  to  the  early  history  of  the  College,  but  containing 
also  matter  on  New  Hampshire,  on  the  Revolution,  on  Indians  in  the  eigh- 
teenth century,  and  on  New  England  ecclesiastical  history) ;  English  his- 
tory, seventeenth  century,  chiefly  ecclesiastical,  about  300  contemporary 
pamphlets;  Calvin  and  Geneva,  about  200  volumes,  with  constant  in- 
crease, including  some  rare  sixteenth  and  seventeenth  century  publications 
and  reprints. 

ITHACA,  NEW  YORK 

Cornell  University  Library 

The  French  Revolution,  rich  in  contemporary  pamphlets,  a  part  of  the 
ex- President  White  Library;  slavery  in  America,  including  the  collections 
of  Samuel  J.  May  and  of  ex-President  White ;  the  Civil  War,  rich  in 
contemporary  pamphlets  collected  by  ex-President  White;  Dante  and  his 
time,  the  largest  collection  in  its  field,  the  gift  of  Professor  Willard  Fiske; 
the  Grisons  (Graubunden),  the  second  largest  existing  collection,  the  gift 
of  Professor  Willard  Fiske ;  heretic  persecution  in  Christendom  and  witch 
persecution  in  Christendom,  and  the  history  of  judicial  torture,  parts  of 
the  ex-President  White  Library;  the  Protestant  Reformation,  rich  in 
contemporary  pamphlets,  also  part  of  the  ex-President  White  Library; 
the  Jesuits;  Ancient  Egypt,  the  largest  element  being  the  Eisenlohr 
library,  recently  purchased;  Palestine  pilgrimages,  collected  by  ex-Presi- 
dent White;  the  Thirty  Years'  War,  rich  in  contemporary  pamphlets  ; 
the  English  Revolution,  rich  in  contemporary  pamphlets;  Brazil,  col- 
lected by  Herbert  H.  Smith;  Santo  Domingo,  collected  by  ex- President 
White,  mainly  at  the  time  of  his  mission  in  the  island,  1370-1871. 


Appendix  369 


MADISON,   WISCONSIN 
Library  of  the  State  Historical  Society  of  Wisconsin 

Bound  files  of  American  newspapers,  1730  to  date,  11,875  volumes; 
the  Mormons,  460  volumes,  550  pamphlets,  632  volumes  of  periodicals 
and  43  volumes  of  newspapers  ;  American  local  history,  12,000  volumes  ; 
public  documents,  United  States,  state  and  city,  15,000  volumes;  maps, 
American,  4000  ;  Draper  collection  of  bound  manuscripts  relating  to  the 
Middle  West,  1735-18 15,  416  volumes;  collection  of  letters  and  manu- 
scripts of  signers  of  the  Declaration  of  Independence  and  of  the  Consti- 
tution; special  collections  on  early  American  travel,  slavery,  and  the 
Civil  War  ;  unusually  complete  files  of  early  American  periodicals ; 
Tank  collection  of  4000  volumes  on  the  Netherlands ;  English  history, 
15,000  volumes,  including  the  Rolls  Series,  Calendars  of  State  Papers, 
Reports  of  the  Historical  Manuscripts  Commission  and  of  the  Deputy 
Keeper,  publications  of  the  Record  Commission,  and  of  all  important  local 
historical  and  antiquarian  societies  in  England,  besides  a  considerable 
collection  of  English  local  history ;  large  collection  of  American  genealogy. 

There  is  an  elaborate  printed  catalogue  of  the  Society's  newspaper  col- 
lection, and  also  a  special  bulletin  descriptive  of  the  works  on  English 
history  which  are  available  at  Madison  in  the  State  Historical  and  the 
University  Libraries. 

Library  of  the  University  of  Wisconsin 

The  library  is  strongest  in  the  history  of  continental  Europe,  particularly 
the  history  of  Germany,  and  the  Crusades.  It  possesses  complete  files  of 
all  the  principal  historical,  philological,  and  economic  periodicals,  and  a 
number  of  important  sets  of  sources,  such  as  Mignis  Patrologia,  the  Acta 
Sanctorum,  the  Monumenta  Germaniae  Historica,  the  Chroniken  der 
deutschen  Stadte,  the  R-  neil  des  Historiens  des  Croisades,  the  Historiens 
des  Gaules  et  de  la  Erance,  the  Moniteur,  etc.  There  is  also  a  good 
working  collection  in   Greek  and  Roman  history. 

MINNEAPOLIS,   MINNESOTA 

Minneapolis  Public  Library 

Complete  sets  of  Hansard,  of  the  Moniteur,  of  the  publications  of  the 
Historical  Manuscripts  Commission,  and  of  the  Hakluyt  and  Camden 
Societies  and  of  Stevens'  Facsimiles. 


37°  Appendix 


NEW   HAVEN,   CONNECTICUT 

Yale  University  Library 

Particularly  strong  in  United  States  history,  in  English  history,  and  in 
general  mediaeval  history.  Special  collections:  H.  M.  Dexter  collection 
relating  to  early  history  of  Puritanism  and  Congregationalism,  1850  vol- 
umes ;  Scandinavian  history,  consisting  of  the  collection  of  Count  Riant, 
containing  5000  volumes,  some  manuscripts,  and  16,000  doctoral  disser- 
tations ;  Ernst  Curtius*  collection  on  Greek  history  and  archeology,  3500 
volumes;  Russian  history,  containing  the  Sbornik  Russian  Historical 
Society  and  other  important  series  ;  newspapers  and  periodicals  relating 
to  American  history,  with  the  Confederate  press  well  represented ;  the 
documentary  collections  for  English,  French,  and  general  mediaeval  history, 
for  Spanish  America,  and  for  the  United  States  are  extensive  and  in  some 
cases  fairly  complete ;  a  very  large  collection  relating  to  the  history  of 
missions  is  in  the  Divinity  School. 

NEW  ORLEANS,   LOUISIANA 

Howard  Memorial  Library 

Two  hundred  and  fifty  sets  of  local  periodicals  and  files  of  bound  news- 
papers; on  the  history  of  Louisiana,  800  volumes,  1000  pamphlets,  200 
maps,  and  on  the  Gulf  States  generally,  100  volumes. 

NEW  YORK,  NEW  YORK 
Columbia  University  Library 

Forty-two  thousand  volumes  on  history,  of  which  7000  are  on  Ameri- 
can history ;  6000  on  English ;  7000  on  German,  French,  and  Italian  ; 
3500  on  other  European,  Asian,  and  African;  6500  on  geography  and 
general  history ;    9000  on  biography  and  2300  on  ecclesiastical  history. 

A  special  collection  on  Mary,  Queen  of  Scots,  given  by  General  J.  Watts 
De  Peyster,  numbers  521  volumes. 

New  York  Historical  Society 

One  hundred  thousand  volumes  on  American  history ;  one  of  the  larg- 
est special  collections  on  American  local  history  and  genealogy,  also  par- 
ticularly rich  in  American  newspapers  earlier  than  1800. 


Appendix  371 


New  York  Public  Library,  Astor,  Lenox,  and  Tilden   Founda- 
tions 

American  genealogy  and  local  history,  12,000  volumes ;  American 
newspapers  before  1800,  35,000  numbers ;  Americana,  20,000  volumes ; 
Butch  history,  480  volumes,  10,000  pamphlets  ;  Mormon  collection,  500 
volumes,  500  pamphlets;  naval  history,  660  volumes,  300  pamphlets; 
public  documents,  60,000  volumes  ;   maps,  5000  sheets  and  300  atlases. 


OBERLIN,  OHIO 

Oberlin  College  Library 
Slavery  and  anti-slavery,  1000  volumes,  1500  pamphlets.     It  contains 
parts  of  the  libraries  of  William   Goodell,  Oliver  Johnson,  and  Austin 
Willey. 

PALO  ALTO,  CALIFORNIA 

Leland  Stanford  Junior  University 

Australasia,  1500  volumes  ;  British  sessional  reports,  3500  volumes. 

PHILADELPHIA,   PENNSYLVANIA 

The  Historical  Society  of  Pennsylvania 

Charlemagne  Tower  collection  of  colonial  laws,  942  volumes,  besides  87 
of  Americana ;  Gilpin  collection,  comprising  colonial  and  Revolutionary 
history,  especially  Philadelphia  and  Pennsylvania  imprints,  3500  volumes; 
Cassel  collection,  composed  of  Pennsylvania  German  imprints,  2000  vol- 
umes;  Dreer  autograph  collection,  150  volumes;  American  genealogies, 
2000  volumes  ;  English  local  histories,  2500  volumes  ;  French  Revolution 
collection,  or  Wilson  collection,  iooo  volumes ;  seventeenth  and  eighteenth 
century  manuscripts,  including  Penn,  Pemberton,  Clifford,  Shippen,  etc., 
papers  and  tax  lists,  etc.,  300  volumes;  also,  the  only  collection  in 
America  of  Journals  of  the  Lords  of  Trade  and  Proprieties,  107  volumes  ; 
genealogical  manuscripts,  comprising  church  and  Friends'  meeting  records, 
wills,  etc.,  500  volumes. 


372  Appendix 


Library  Company  of  Philadelphia 

American  history  during  the  seventeenth  and  eighteenth  centuries,  includ- 
ing a  unique  collection  of  broadsides  and  fugitive  printed  matter  of  the 
middle  and  latter  part  of  the  eighteenth  century  ;  local  history  of  Phila- 
delphia, with  nearly  complete  files  of  all  the  newspapers  published  there 
during  the  eighteenth  century  ;  and  a  very  large  and  rare  collection  of 
broadsides,  ballads,  pictures,  envelopes,  and  other  fugitive  printed  matter 
relating  to  the  Civil  War, 

University  of  Pennsylvania 

Collection  of  books  relating  to  American  history  and  institutions,  con- 
sisting of  about  12,000  volumes,  classified  and  arranged  as  follows  : 
national  documents,  a  practically  complete  legislative  record  of  the  govern- 
ment of  the  United  States,  1789  to  date;  state  documents;  Canadian 
public  documents,  1 843-1 890;  municipal  ordinances  and  documents  of 
American  cities;  the  laws  of  the  states  and  territories,  1 840-1 890;  the 
laws  of  the  United  States  ;  the  John  A.  Jameson  library  of  American  con- 
stitutional conventions,  debates,  journals,  etc.  ;  the  Robert  Purvis  collection 
of  anti-slavery  literature ;  miscellaneous  letters  from  and  to  Benjamin 
Franklin  (over  600),  also  broadsides,  pamphlets,  and  memorabilia  once 
belonging  to  Benjamin  Franklin,  purchased  by  the  University  in  1903. 

Of  foreign  documents,  an  extensive  collection  of  English  government 
publications  ;  900  volumes  of  French  legislative  documents  ;  and  the  entire 
proceedings  and  other  docutnents  of  the  Reichstag  since  the  founding  of  the 
German  Empire. 

The  library  also  contains  special  collections  on  the  antiquities  of  Mexico. 
Three  thousand  volumes  in  Russian  presented  by  the  Hon.  Charlemagne 
Tower  concern  Russian  history  and  literature. 


PRINCETON,  NEW  JERSEY 

Library  of  Princeton  University 

Special  collections  :  Civil  War,  3500  volumes,  2000  pamphlets ;  history 
of  the  college  and  university,  works  by  and  about  officers  and  alumni, 
memorabilia,  etc.,  2500  volumes. 


Appendix  373 


PROVIDENCE,  RHODE  ISLAND 
Library  of  Brown  University 

Metcalf  collection  of  pamphlets  on  American,  especially  New  England, 
history,  sermons,  addresses,  etc.,  1700  to  1850,  and  also  later,  about  15,000 
volumes;  Richards  collection  of  pamphlets  on  English  and  Welsh  history 
and  church  history,  eighteenth  century,  5000  volumes ;  John  Carter 
Brown  Library  of  North  American  and  South  American  colonial  history, 
1492-1800,  see  below. 

John  Carter  Brown  Library,  Brown  University 

Special  collection  of  books  printed  in  or  about  the  two  Americas  before 
the  year  1800,  10,000  volumes  and  pamphlets,  750  maps,  portraits,  and 
other  illustrative  material.  The  collection  is  especially  rich  in  contempo- 
rary works  relating  to  the  discovery  of  America,  300  volumes  ;  early  geog- 
raphy and  cosmography,  500  volumes  ;  Mexico,  400  volumes  ;  Mexican 
linguistics,  500  volumes  ;  books  on  the  English  colonies,  particularly  New 
England,  Virginia,  the  Carolinas,  and  Georgia,  400  volumes  ;  missionary 
enterprises,  especially  the  Society  for  the  Propagation  of  the  Gospel,  150 
volumes  ;  voyages  and  travels,  500  volumes  ;  revolutionary  pamphleteering, 
800  volumes. 

Providence  Public  Library 

1 1,500  volumes  and  pamphlets  on  slavery  and  the  Civil  War.  Of  these, 
653  volumes  and  7755  pamphlets  are  the  Caleb  Fiske  Harris  collection. 

Rhode  Island  Historical  Society 

Rhode  Island  history,  large  collection  of  books,  pamphlets,  and  manu- 
scripts ;    American  genealogy  and  local  history,  5000  volumes  ;   Bartlett 
collection  of  American  travels  and  ethnology,  450  volumes ;   Foster  collec- 
tion of  early  United  States  government  documents,  Continental  Congress 
^broadsides,  etc.,  300  volumes,  1000  pamphlets. 


374  Appendix 


SALEM,  MASSACHUSETTS 

Essex  Institute 

Essex  County \  Massachusetts,  2000  volumes,  11,000  pamphlets;  Civil 
War,  500  volumes,  250  pamphlets;  slavery  {United  States),  250  vol- 
umes, 1000  pamphlets;  China,  700  volumes;  New  England  town  histories, 
3000  volumes;  genealogies,  1100  volumes. 

WASHINGTON,   DISTRICT  OF  COLUMBIA 

Library  of  Congress 

See  A  Guide  to  the  Archives  of  the  Government  in  Washington,  by  C.  H. 
Van  Tyne  and  W.  G.  Leland,  edited  by  A.  C.  McLaughlin,  published  by 
the  Carnegie  Institution,  Washington,  D.C.,  1904.     $1. 

Collections  of  public  documents  especially  full,  including  documents  of 
foreign  governments  as  well  as  United  States  government  publications  and 
state  and  municipal  documents.  The  library  is  rich  in  early  Americana, 
American  history  and  topography,  American  biography,  American  geneal- 
ogy, Washingtoniana,  Lincolniana,  Confederate  publications,  works  relat- 
ing to  Canada,  Spanish  America,  Central  America,  West  Indies,  South 
America,  China,  islands  of  the  Pacific.  It  contains  the  largest  collection 
in  existence  of  American  newspapers,  also  files  of  a  number  of  foreign 
newspapers,  and  a  very  full  list  of  periodical  sets.  The  library  also  con- 
tains, through  the  Smithsonian  Institution,  the  most  complete  collection  in 
America  of  the  publications  of  foreign  learned  societies.  The  important 
collections  of  manuscripts  include  the  Jefferson  manuscripts,  Dolly  Madison 
papers,  Loyalist  papers,  Force  manuscripts,  De  Kochambeau  papers,  Wash- 
ington manuscripts,  Delaware  manuscripts,  Schoolcraft  papers.  A  large 
collection  of  broadsides  relate  to  American  colonial  and  Revolutionary 
history.  The  collection  of  maps  and  atlases  relating  to  America  is  exten- 
sive, and  there  is  also  an  important  collection  of  early  maps  published  by 
foreign  governments. 

Library  of  the  Department  of  State 

3500  volumes  on  American  history,  9500  volumes  on  foreign  history, 
4500  on  biography. 


Appendix  375 


WORCESTER,   MASSACHUSETTS 

American  Antiquarian  Society 

Over  100,000  volumes.  The  largest  collection  is  of  American  history, 
including  general,  state,  and  local  histories,  genealogy,  biography,  city 
and  town  documents.  The  collection  of  files  of  American  newspapers  is 
one  of  the  most  valuable  in  the  country;  among  the  most  complete  files 
of  the  early  papers  are  those  of  the  Boston  News  Letter,  American 
Weekly  Mercury,  Pennsylvania  Gazette,  New  York  Gazette,  New  York 
Weekly  Journal,  New  Hampshire  Gazette,  Newport  Mercury,  Connecticut 
Gazette,  Connecticut  Courant;  the  library  has  a  nearly  complete  file  of 
the  Massachusetts  Spy.  The  library  also  has  the  following  valuable 
collections :  works  on  Mexico,  Central  America,  and  South  America,  early 
voyages  and  travels,  including  many  early  editions;  a  large  proportion  of 
early  American  imprints  ;  over  400  volumes  of  the  printed  works  of  the 
members  of  the  Mather  family;  old  Bibles  and  collections  of  psalmody, 
hymnology,  and  other  material  relating  to  the  ecclesiastical  history  of  New 
England ;  an  unusually  complete  set  of  Congressional  documents  ;  Ameri- 
can text  books  ;  publications  of  learned  societies.  Among  the  manuscript 
collections  are :  the  voluminous  collection  of  Mather  manuscripts,  including 
diaries,  sermons,  essays,  etc.;  numerous  orderly-books  of  the  American 
Revolutionary  army,  records,  muster-rolls,  army-orders,  etc.,  covering  the 
later  Indian  wars  and  the  Revolutionary  period;  a  large  collection  of  deeds, 
inventories,  town  papers,  autograph  letters,  sermons,  and  diaries.  The 
museum  contains  Indian,  colonial,  Revolutionary,  and  Civil  War  relics. 


ADVERTISEMENTS. 


HISTORY 


Methods  of  Teaching  and  Studying  History 

Edited  by  G.  Stanley  Hall,  President  of  Clark  University,  Worcester,  Mass. 
Cloth,    xiv  +  391  pages.     Retail  price,  $1.50. 

THIS  volume  contains,  in  form  likely  to  be  of  direct  practical  utility 
to  teachers,  as  well  as  to  students  and  readers,  the  opinions  and 
modes  of  instruction,  actual  or  ideal,  of  eminent  and  representative 
specialists  in  each  department  of  history. 

Studies  in  Historical  Method 

By  Mary  Sheldon  Barnes,  author  of  Studies  in  General  History  and  Studies 
in  American  History.     Cloth.    iv-|-  144  pages.     Retail  price,  90  cents. 

IN  the  first  part  of  this  book,  method  is  considered  from  the  point  of 
view  of  the  nature  of  history,  in  the  second  part  from  the  nature  of 
the  historical  sense,  and  in  the  third  from  the  point  of  view  of  historical 
aim.  The  second  part  is  purely  inductive,  containing  original  studies 
on  the  historical  sense  in  children  and  among  primitive  peoples.  The 
first  part  includes  bibliographical  aids  for  the  study  of  history,  while  at 
the  close  of  the  book  there  is  given  a  complete  bibliography  of  English 
works  on  the  subject  of  method. 

History  Topics 

Part  I,  Ancient  and  Modern  History.  Part  II,  History  of  the  United  States. 
By  W.  F.  Allen,  late  Professor  in  the  University  of  Wisconsin.  Paper.  121 
pages.    Introduction  price,  25  cents. 

THE  principal  object  of  the  topical  method  is  to  give  prominence  to 
the  most  important  names  and  events  in  history,  and  to  concentrate 
the  attention  of  the  students  upon  certain  selected  ones  among  these. 
Incidentally,  the  strictly  chronological  arrangement  followed  in  these 
lessons,  and  the  method  of  their  grouping,  will  assist  in  conveying  a 
correct  notion  of  historical  periods,  and  their  relations  to  one  another. 

85 


1 66  OUTLINE   MAPS 

Progressive  Outline  Maps 

Printed  on  drawing  paper,  adapted  to  lead  pencil  or  to  ink.  10x12  inches. 
United  States  and  Mercator's  Projection,  12x20  inches.  Introduction  price, 
2  cents  each ;  $1.50  per  hundred.  When  sent  by  mail,  $1.75  per  hundred. 
The  following  is  a  list  of  those  kept  in  stock :  — 

United  States.  Australia. 

World,  Mercator's  Projection.        New  England. 

North  America.  Middle  Atlantic  States. 

South  America.  Southern  States,  Eastern  Section. 

Europe.  Southern  States,  Western  Section. 

Central  and  Western  Europe.         Central  Eastern  States. 

British  Isles.  Central  Western  States. 

Palestine.  Pacific  States. 

England.  The  Great  Lakes. 

Italy.  State  of  New  York. 

Greece.  State  of  Ohio. 

Africa.  State  of  Washington. 

Asia.  State  of  Pennsylvania. 

Smaller  maps  of  the  continents  are  also  printed  in  black  on  bond  paper, 
8x95  inches,  for  use  in  history  note-books. 

Outline  Maps  of  the  World 

Introduction  price,  3  cents  each  ;  $2.50  per  hundred. 

No.  1.   World  outline,  on  the  Plane  of  London.     115x18  inches. 
No.  2.   World  Drainage  Outline,  on  the  Plane  of  the  North  Pole.     14.5x18. 
No.  3.   Southern  Hemisphere,  Drainage  Outline,  on  the  Plane  of  the  South 
Pole.     135x18. 

Outline  Maps  of  the  United  States 

Prepared  by  Edward  Channing  and  Albert  B.  Hart,  Professors  of  His- 
tory in  Harvard  College.  The  Large  Map  is  on  strong  white  paper,  in  four 
sections,  each  26  x  42  inches.  Introduction  price,  15  cents  per  section  ;  50  cents 
complete.  Mounted,  $3.00.  The  Small  Map  is  on  tough  white  paper,  in  blue 
ink,  and  115  x  18  inches.  Introduction  price,  2  cents  each ;  $1.50  per  hundred. 
Intermediate  Map,  prepared  by  W.  A.  Mowry.  28x40  inches.  Intro- 
duction price,  30  cents  each. 

Historical  Outline  Maps 

Map  of  Ancient  History.     12x20  inches.     Introduction  price,  3  cents  each; 

$2.25  per  hundred. 
Map  of  England.     (By  T.  C.  Roney.)     19x24  inches.     Introduction  price, 

5  cents  each ;   $4.00  per  hundred. 
Map  of  Europe.     12  x  18  inches,  on  bond  paper.     Introduction  price,  3  cents ; 

$2.25  per  hundred. 
Maps  to  accompany  Sheldon's  American  History.     Six  maps :   The  World  on 

Mercator's  Projection,  North  America,  the  United  States  west  to  Santa  Fe, 

west  to  the  Mississippi,  west  from  the  Mississippi,  and  the  Southern  and 

Middle  States  for  use  in  studying  the  Civil  War.     Printed  on  bond  paper. 

Introduction  price,  2  cents  each;  $1.50  per  hundred. 


History, 


Allen's  History  Topics.  Covers  Ancient,  Modern,  and  American  history  and  gives  an 
excellent  list  of  books  of  reference.     121  pages.     Paper,  25  cents. 

Allen's  Topical  Outline  Of  English  History.  Including  references  for  literature.  Boards, 
25  cents  ;  cloth,  40  cents. 

Boutwell's  The  Constitution  of  the  United  States  at  the  End  of  the  First  Century. 
Presents  the  Constitution  as  it  has  been  interpreted  by  decisions  of  the  United  States  Su- 
preme Court  from  1789  to  1889.    430  pages.     Buckram,  $2.50 ;  law  sheep,  $3.50. 

Fisher's  Select  Bibliography  of  Ecclesiastical  History.  An  annotated  list  of  the  most 
essential  books  for  a  theological  student's  library.     15  cents. 

Flickinger's  Civil  Government:  as  Developed  in  the  States  and  the  United  States. 
An  historical  and  analytic  study  of  civil  institutions,  for  schools  and  colleges.  374  pages. 
Cloth,  $1.00. 

Hall's  Method  Of  Teaching  History.  "  Its  excellence  and  helpfulness  ought  to  secure  it 
many  readers." — The  Nation.    405  pages.    $1.50. 

Pratt's  America's  Story  for  America's  Children.  A  series  of  history  readers  for  ele- 
mentary schools. 

I.    The  Beginner's  Book.    Cloth.    60  illustrations.     132  pages.    35  cents. 
II.    Discoverers  and  Explorers:   1000  to  1609.  Cloth.     152  pages.     52  illus.    40  cents. 
III.    The  Earlier  Colonies:    1601  to  1733.     Cloth.     160  pages.     Illus.    40  cents. 
IV.    The  Later  Colonies.    Cloth.     Illus.     160  pages.     40  cents. 
V.    The  Revolution  and  the  Republic.    Cloth.     Illus.     160  pages.     40  cents. 

Sheldon's  American  History.  Follows  the  "seminary"  or  laboratory  plan.  "  By  it  the 
pupil  is  not  robbed  of  the  right  to  do  his  own  thinking."     Half  leather.     $1.12. 

Teacher's  Manual  to  Sheldon's  American  History.    60  cents. 

Sheldon's  General  History.  For  high  schools  and  colleges.  The  only  general  history 
following  the  "  seminary  "  or  laboratory  plan.     Half  leather.    572  pages.    $1.60. 

Teacher's  Manual  to  Sheldon's  History.  Puts  into  the  instructor's  hand  the  key  to  the 
above  system.     172  pages.    85  cents. 

Sheldon's  Greek  and  Roman  History.  Contains  the  first  250  pages  of  the  General 
History.     $1.00. 

Sheldon-Barnes's  Studies  in  Historical  Method.  Suggestive  studies  for  teachers  and 
students.     Cloth.     160  pages.    90  cents. 

Shumway's  A  Day  in  Ancient  Rome.  With  59  illustrations.  Should  find  a  place  as  a 
supplementary  reader  in  every  high-school  class  studying  Cicero,  Horace,  Tacitus,  etc. 
96  pages.    Paper,  30  cents  ;  cloth,  75  cents. 

Thomas's  Elementary  History  of  the  United  States.  For  younger  grades.  Maps  and 
illustrations.     Cloth.     357  pages.    60  cents. 

Thomas's  History  Of  the  United  States.  Revised  and  rewritten.  Edition  of  1901.  For 
schools,  academies,  and  the  general  reader.  A  narrative  history  with  copious  references 
to  sources  and  authorities.     Fully  illustrated.    592  pages.     Half  leather.    $1.00. 

English  History  Readers.     English  history  for  grammar  grades. 

Wilson's  Compendium  of  United  States  and  Contemporary  History.  For  schools  and 
the  general  reader.     114  pages.    40  cents. 

Wilson's  The  State.  Elements  of  Historical  and  Practical  Politics.  A  book  on  the 
organization  and  functions  of  government.  Revised  edition,  largely  rewritten.  692 
pages.    $2.00. 

Sent  postpaid  on  receipt  of  price  by  the  publishers. 

D.  C.  HEATH  &  CO.,  Publishers,Boston,  NewYork,Chicago 


A  HISTORY  SYLLABUS 

For  Secondary  Schools,  outlining  the  four  years'  course  in  History 
recommended  by  the  Committee  of  Seven  of  the  American  His- 
torical Association.  By  a  Special  Committee  of  the  New  England 
History  Teachers' Association.     Cloth.     375  pages,     $1.20  net. 


OUTLINE  OF  ANCIENT  HISTORY 

Reprinted  from  "A  History  Syllabus  for  Secondary  Schools"  by 
a  Special  Committee  of  the  New  England  History  Teachers' 
Association.     Paper.     58  pages.     15  cents. 


OUTLINE  OF  MEDIEVAL  AND  MODERN 
EUROPEAN  HISTORY 

Reprinted  from  "A  History  Syllabus  for  Secondary  Schools"  by 
a  Special  Committee  of  the  New  England  History  Teachers' 
Association.     Paper.     67  pages.     15  cents. 

OUTLINE  OF  ENGLISH  HISTORY 

Reprinted  from  "A  History  Syllabus  for  Secondary  Schools"  by 
a  Special  Committee  of  the  New  England  History  Teachers' 
Association.     Paper.     40  pages.     15  cents. 

OUTLINE  OF  AMERICAN  HISTORY 

Reprinted  from  "A  History  Syllabus  for  Secondary  Schools"  by 
a  Special  Committee  of  the  New  England  History  Teachers' 
Association.     Paper.     72  pages.     15  cents. 


D/C  HEATH  &  CO.,  Publishers 
BOSTON  NEW  YORK  CHICAGO 


THIS  BOOK  IS  DUE  ON  THE  LAST  DATE 
STAMPED  BELOW 

AN    INITIAL    FINE    OFjOgn 

WILL  BE  ASSESSED  FOR  J^""^  pENALTY 
THI.  BOOK  ON  T"EBD0A:ENDTsE0N  THE  FOURTH 
rvUrDBET0^0005°oCNENTTHE    SEVENTH    OAT 

OVERDUE. 


28&P* 


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ECO  LD 

CT  31  ^336 


5  1933 
SEP  13 

SEP  27 

DfC  1  >'  19, 
SEP    1H934 


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